Shared Meaning in Boy Toddlers' Peer Relations

Brenner, Jeffrey; Mueller, Edward

doi:10.1111/j.1467-8624.1982.tb01327.x

Cited by 18 publications

(24 citation statements)

References 10 publications

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“…Three decades of research have demonstrated that children engage in activities involving common goals early in their lives (Bates, Benigni, Bretherton, Camaioni, & Volterra, 1979; Bakeman & Adamson, 1984, 1986; Brenner & Mueller, 1982; Brownell & Carriger, 1990; Bruner, 1983; Duncan & Farley, 1990; Eckerman, Davis, & Didow, 1989; Eckerman & Didow, 1989; Ross & Lollis, 1987; see also Brownell, 2011 for a review). Before their first birthday infants can coordinate their own actions with those of a social partner in familiar routines and cooperative social games, such as passing a ball to and fro, in which infants’ actions are the same as their social partner (Duncan & Farley, 1990; Hubley & Trevarthen, 1979; Ross & Lollis, 1987).…”

Section: Introductionmentioning

confidence: 99%

“…Before their first birthday infants can coordinate their own actions with those of a social partner in familiar routines and cooperative social games, such as passing a ball to and fro, in which infants’ actions are the same as their social partner (Duncan & Farley, 1990; Hubley & Trevarthen, 1979; Ross & Lollis, 1987). In the second and third years of their postnatal lives, children become skilled collaborative partners in novel and more complex collaborative exchanges in which infants’ actions are complementary to those of their social partner, such as working together to retrieve a toy from a puzzle box (Ashley & Tomasello, 1998; Brenner, & Mueller, 1982; Brownell & Carriger, 1990; Brownell, Ramani & Zerwas, 2006; Warneken, Chen, & Tomasello, 2006; Warneken & Tomasello, 2007). Importantly, engagement in collaborative activities plays a critical role in children's development by supporting their event memory (Sommerville & Hammond, 2007), planning and problem-solving skills (Azmitia, 1998; Radziszewska & Rogoff, 1988), and learning of culturally specified behaviours (Rogoff, 1990; Tomasello, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Active Experience Shapes 10‐Month‐Old Infants’ Understanding of Collaborative Goals

Henderson

Wang

Matz

et al. 2012

Infancy

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Collaborative activities in which individuals coordinate their actions to attain a common goal play a fundamental role in our everyday lives. Evidence suggests that infants engage in collaborative activities before their first birthday, however little is known about infants’ understanding of collaborative action. Using a visual habituation paradigm, this research consists of two experiments designed to investigate whether 10-month-olds understand that the actions of collaborative partners are critical to the attainment of a common goal. The results of Experiment 1 suggest that 10-month-olds represent the actions of collaborating partners in terms of a common collaborative goal only after receiving active experience with a collaborative activity. Experiment 2 demonstrated that infants who received active experience with a collaborative activity viewed active engagement in a collaboration as being critical for an individual's actions to be interpreted as being directed towards a collaborative goal. Together, these findings demonstrate that 10-month-olds exhibit an understanding of the shared nature of collaborative goals after a highly salient experience with the activity. Identifying the effects of experience on infants’ understanding of collaborative goals in a laboratory context provides insights into the role that experiences in their everyday lives might play in their understanding of collaboration.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Active Experience Shapes 10‐Month‐Old Infants’ Understanding of Collaborative Goals

Henderson

Wang

Matz

et al. 2012

Infancy

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“…Infants coordinate their own actions with those of a social partner in familiar cooperative routines, such as peek-a-boo, before their first birthday (e.g., Bates et al, 1979; Bruner, 1983; Duncan & Farley, 1990; Hubley & Trevarthen, 1979; Ross & Lollis, 1987). Between 13- and 30-months, infants become more skilled partners in novel cooperative activities in which they and their partners engage in complementary actions (Bakeman & Adamson, 1984; Brenner & Mueller, 1982; Brownell & Carriger, 1990, 1991; Brownell, Ramani, & Zerwas, 2006; Eckerman, Davis, & Didow, 1989; Eckerman & Didow, 1989; Warneken et al, 2006; Warneken & Tomasello, 2007). These findings raise the question of whether infants understand the collaborative goal structure underlying these activities; do infants represent collaborative activities as depending on complementary actions in service of a collaborative goal?…”

Section: Introductionmentioning

confidence: 99%

“Let’s work together”: What do infants understand about collaborative goals?

Henderson

Woodward

2011

Cognition

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Collaboration is fundamental to our daily lives, yet little is known about how humans come to understand these activities. The present research was conducted to fill this void by using a novel visual habituation paradigm to investigate infants’ understanding of the collaborative-goal structure of collaborative action. The findings of the three experiments reported here suggest that 14-month-old infants understand that the actions of collaborative partners are complementary and critical to the attainment of a common collaborative goal. Importantly, 14-month-olds do not interpret the actions of two individuals in terms of a collaborative goal when their actions are not causally related. The implications of our findings for theories of collaboration and folk psychology are discussed.

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“…Younger children tend to act in ways tangential to, rather than thematically related to, the partner's behavior (Brenner & Mueller, 1982;Eckerman & Stein, 1982;Howes, 1985). Younger children tend to act in ways tangential to, rather than thematically related to, the partner's behavior (Brenner & Mueller, 1982;Eckerman & Stein, 1982;Howes, 1985).…”

mentioning

confidence: 98%

Changes in Cooperation and Self-Other Differentiation during the Second Year

Brownell¹,

Carriger²

1990

Child Development

197

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Cooperation in peer interaction emerges during the second half of the second year. A consideration of the skills and knowledge entailed in these early forms of cooperation suggests that young children's emerging ability to differentiate self from other as causal agents may relate to their ability to coordinate behavior with age mates toward a common goal. Children at 12, 18, 24, and 30 months were observed in same-age, same-sex dyads (8 dyads per age) while attempting to solve a simple cooperation problem. They were also individually administered an elicited imitation task used to index decentration, or self-other differentiation. No 12-month-old dyad could cooperate, 18-month-olds did so infrequently and apparently accidentally, whereas 24- and 30-month-olds were able to coordinate behavior with one another quickly and effectively. Children who were better able to accommodate their behavior to one another during cooperation also represented the agency of others at a more advanced, decentered level.

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Shared Meaning in Boy Toddlers' Peer Relations

Cited by 18 publications

References 10 publications

Active Experience Shapes 10‐Month‐Old Infants’ Understanding of Collaborative Goals

Active Experience Shapes 10‐Month‐Old Infants’ Understanding of Collaborative Goals

“Let’s work together”: What do infants understand about collaborative goals?

Changes in Cooperation and Self-Other Differentiation during the Second Year

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