Socioeconomic status (SES) affects means–end behavior across the first year

Clearfield, Melissa W.; Stanger, Sarah B.; Jenne, Helen K.

doi:10.1016/j.appdev.2015.02.001

Cited by 13 publications

(15 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Under this explanation, an infant's ability to process visual information efficiently could overcome other delays or deficiencies often reported in infants of low maternal education. For example, mothers with low maternal education have infants who have delays with attention (Clearfield & Jedd, 2013), object exploration (Clearfield, Bailey, Jenne, Stanger & Tacke, 2014;Tacke, Bailey & Clearfield, 2015), cognitive flexibility (Clearfield & Niman, 2012;Lipina, Martelli, Vuelta & Colombo, 2005) and means-ends behaviour (Clearfield, Stanger & Jenne, 2015).…”

Section: Discussionmentioning

confidence: 99%

Attentional Predictors of 5‐month‐olds' Performance on a Looking A‐not‐B Task

Marcovitch

Clearfield

Swingler

et al. 2015

Infant and Child Development

Self Cite

View full text Add to dashboard Cite

In the first year of life, the ability to search for hidden objects is an indicator of object permanence and, when multiple locations are involved, executive function (i.e. inhibition, cognitive flexibility and working memory). The current study was designed to examine attentional predictors of search in 5-month-old infants (as measured by the looking A-not-B task), and whether levels of maternal education moderated the effect of the predictors. Specifically, in a separate task, the infants were shown a unique puppet, and we measured the percentage of time attending to the puppet, as well as the length of the longest look (i.e., peak fixation) directed towards the puppet. Across the entire sample (N =390), the percentage of time attending to the puppet was positively related to performance on the visual A-not-B task. However, for infants whose mothers had not completed college, having a shorter peak looking time (after controlling for percentage of time) was also a predictor of visual A-not-B performance. The role of attention, peak fixation and maternal education in visual search is discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Attentional Predictors of 5‐month‐olds' Performance on a Looking A‐not‐B Task

Marcovitch

Clearfield

Swingler

et al. 2015

Infant and Child Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Traditionally, successful means-end behaviors have been reported to emerge at about 5-6 months of age for less complex tasks, such as selecting the correct lever and visually attending to the resulting activation of a distant toy (Lobo & Galloway, 2008). By 7-8 months, infants begin solving means-end problems requiring one intermediate step, such as pulling a support to retrieve a distant toy (Clearfield, Stanger, & Jenne, 2015;Munakata et al, 1997;Willatts, 1984aWillatts, , 1985Willatts, , 1999. At 9 months, infants are capable of solving two-step problems, such as removing an obstructing barrier and then retrieving an object by pulling a support (Willatts, 1984a).…”

Section: Development Of Means-end Problem Solvingmentioning

confidence: 99%

“…Intentionality is the deliberate or purposeful projection of awareness toward some object or outcome (Schlitz, 1996). Means-end problemsolving tasks can serve as effective tools for assessing intentionality in infants (Clearfield et al, 2015;Piaget, 1953;Schlesinger & Langer, 1999;Uzgiris & Hunt, 1975;Willatts, 1984aWillatts, , 1999. Piaget (1953Piaget ( , 1955 suggested that 4-8-month-old infants lack the concept of causality, do not distinguish means from end, and may only accidentally solve a means-end task.…”

Section: Emergence Of Intentionality In Means-end Problem Solvingmentioning

confidence: 99%

“…Intentionality in infants' means-end behaviors has traditionally been tested by including control trials without a toy (Munakata et al, 1997;Willatts, 1984aWillatts, , 1999, using familiar versus unfamiliar objects (Willatts, 1984a), or presenting "contact" versus "noncontact" trials with the toy either placed on or near the support (Clearfield et al, 2015;Schlesinger & Langer, 1999;Uzgiris & Hunt, 1975). For example, in a task requiring cloth pulling to retrieve a distant, supported object, infants' behaviors have been considered intentional when they pulled the cloth more often during trials when a toy was supported on the cloth than during trials without a toy present (Willatts, 1984a(Willatts, , 1999.…”

Section: Emergence Of Intentionality In Means-end Problem Solvingmentioning

confidence: 99%

See 1 more Smart Citation

Means‐end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Babik

Cunha

Ross

et al. 2018

Developmental Psychobiology

View full text Add to dashboard Cite

Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means‐end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal‐directed behaviors, leading to increased problem‐solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means‐end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).

show abstract

“…Existem evidências consistentes a respeito do impacto de variáveis sociodemográficas na interação mãe-bebê e no desenvolvimento da criança. Bebês de famílias socioeconomicamente vulneráveis, aquelas que possuem menor poder aquisitivo e menores níveis de escolaridade, tendem a apresentar atrasos no desenvolvimento cognitivo que podem ser constatados desde os primeiros meses de vida (Clearfield, Stanger, & Jenne, 2015;Koutra et al, 2013;Mermelshtine & Barnes, 2016). De modo mais específico, a escolaridade dos pais, a coabitação parental e a renda familiar têm sido relacionadas ao desenvolvimento cognitivo e motor.…”

Section: Introductionunclassified

Impacto da saúde mental materna na interação mãe-bebê e seus efeitos sobre o desenvolvimento infantil

Alvarenga

Paixão

Soares

et al. 2018

Psico

View full text Add to dashboard Cite

Os prejuízos na saúde mental da mãe podem afetar seus comportamentos em interações com o bebê, que são importantes preditores do desenvolvimento infantil no primeiro ano de vida. Este estudo investigou o impacto da depressão pós-parto e da ansiedade na interação mãe-bebê e seus efeitos no desenvolvimento aos três meses de vida. Participaram do estudo 64 díades mãe-bebê que foram filmadas em um episódio de brincadeira livre. As mães responderam ao SRQ-20 e ao BDI para avaliação da saúde mental. O desenvolvimento dos bebês foi avaliado com a EDCC. As análises de regressão confirmaram o poder preditivo da depressão sobre a frequência de sorrisos maternos e também da estimulação tátil ou com objetos sobre os comportamentos motores do bebê. As evidências do impacto da depressão pós-parto sobre os comportamentos sensíveis da mãe e da estimulação não-verbal sobre o desenvolvimento motor nos primeiros meses de vida são discutidas.

show abstract

Socioeconomic status (SES) affects means–end behavior across the first year

Cited by 13 publications

References 27 publications

Attentional Predictors of 5‐month‐olds' Performance on a Looking A‐not‐B Task

Attentional Predictors of 5‐month‐olds' Performance on a Looking A‐not‐B Task

Means‐end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Impacto da saúde mental materna na interação mãe-bebê e seus efeitos sobre o desenvolvimento infantil

Contact Info

Product

Resources

About