Social Information Processing Speed and Social Competence in Infants

婴儿的社会信息处理速度和社交能力

• 批准号: 8893314
• 负责人: AMANDA L WOODWARD
• 金额: $ 7.89万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-01 至 2017-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8893314
• 关键词: Accounting; Adult; Age; Age-Months; Autistic Disorder; Behavior; Behavioral; Cereals; Child; Childhood; Cognitive; Conduct Disorder; Data; Development; Ensure; Event; Exhibits; Eye; Future; Generations; Goals; Helping Behavior; Impairment; Individual; Individual Differences; Infant; Infant Development; Intention; Knowledge; Laboratories; Language; Lead; Learning; Life; Light; Literature; Location; Longitudinal Studies; Measures; Methodology; Methods; Mission; Morphologic artifacts; Movement; Pattern; Performance; Persons; Recruitment Activity; Research; Research Personnel; Role; Series; Shapes; Short-Term Memory; Social Behavior; Social Development; Social Functioning; Social Interaction; Social skills development; Speed; Structure; System; Taxes; Testing; Time; Training; Variant; Visual; Work; attentional control; autism spectrum disorder; base; cognitive ability; cognitive development; cognitive function; design; developmental disease; gaze; information processing; insight; joint attention; novel; processing speed; public health relevance; research study; response; sample fixation; skills; social; social attention; social cognition; social learning; social skills; success

 DESCRIPTION (provided by applicant): Human children learn a great deal from their interactions with social partners, including language, cultural norms, and artifact use among other relevant social cognitive abilities. Learning from others requires at least two kinds of abilities in the learner - the ability to represent others' actions as intentional and the ability o use this knowledge very quickly in real time. In the first year of life, converging evidence from passive experimental methods suggests that preverbal infants have an understanding of others' intentions and goals (Guajardo & Woodward, 2004; Woodward, 1998, 1999); however, these same infants may not appear as sophisticated in their knowledge of others during naturalistic interactions that require fast responses. Between 12 and 24 months of age, infants show increasing skill in fine-grained social interactive abilities (social competence), which is a development supported by empirical evidence from naturalistic social interactions (Bakeman & Adamson, 1984; Buttelmann, Carpenter, & Tomasello, 2009). One possibility is that this difference in social competence between years 1 and 2 is not driven primarily by infants' knowledge of the intentions of others; rather, it is that infants become more adept at recruiting this knowledge quickly (Goal Prediction Speed) during social interactions to produce appropriate responses to others. The current proposal will examine how skilled 18-month-old infants are at integrating social knowledge about others (social competence) and whether their speed in responding (Goal Prediction Speed) aids in their development of social skills that are evident in the second year of life. Infants' social competence will be measured with a series of tasks designed to elicit the following behaviors: helping; sharing; joint attention; perspective-taking; and general cognitive ability. Their performance on these tasks will be correlated with a Goal Prediction Speed measure that has been developed within our lab. In this measure, infants' ability to rapidly recruit information about a past event to predict a person's future behavior, as measured through their latency to launch a goal-based predictive fixation, will be examined in an anticipatory looking paradigm using a T60 XL Tobii eye-tracking system. Thus, this proposal will provide a novel measure of social competence by correlating infants' speed when generating goal-based predictions with their performance on social competence measures. Consistent with NICHD's mission of ensuring that all children have the opportunity to achieve their full potential for healthy and productive lives, the current project will shed light on infans' developing social competence, a multidimensional ability that encompasses social, cognitive, and behavioral skills that allow infants to effectively navigate their social world.

 描述（由适用提供）：人类儿童从与社会伴侣的互动中得知很多，包括语言，文化规范和人工制品，以及其他相关的社会认知能力。向他人学习需要至少两种学习者的能力 - 能够将他人的行为视为有意的能力，并且能够非常快速地实时使用这些知识的能力。在生命的第一年，被动实验方法的融合证据表明，言语婴儿对他人的意图和目标有了解（Guajardo＆Woodward，2004; Woodward，1998，1999）;但是，在需要快速反应的自然主义互动中，这些相同的婴儿在他们对他人的知识中可能并不像其他人一样复杂。在12到24个月大的时候，婴儿表现出越来越多的精细社会互动能力（社会能力）的技能，这是由自然主义社会互动的经验证据支持的发展（Bakeman＆Adamson，1984; Buttelmann，Carpenter和Tomasello，Tomasello，2009年）。一种可能性是，1至2年之间的社会能力差异并非主要是由婴儿对他人的意图的了解。相反，在社交互动期间，婴儿更擅长迅速招募这些知识（目标预测速度），以对他人产生适当的反应。当前的提案将研究熟练的18个月大婴儿在整合有关他人的社会知识（社会能力）以及他们的响应速度（目标预测速度）是否有助于他们发展社交技能的速度，这是他们生命第二年的证据。婴儿的社会能力将通过一系列旨在引起以下行为的任务来衡量：帮助；共享；共同注意；透视和一般认知能力。它们在这些任务上的性能将与我们实验室内开发的目标预测速度测量相关。在这种措施中，婴儿能够快速招募有关过去事件的信息以预测一个人的未来行为，例如 通过其潜伏期来启动基于目标的预测固定，将使用T60 XL Tobii眼球跟踪系统进行预期的范式检查。该提案将通过将基于目标的预测与他们在社会能力测量方面的表现相关联时，通过将婴儿的速度与婴儿的速度相关联。与NICHD的使命保持一致，即确保所有儿童都有机会实现其健康和产品生活的全部潜力，当前的项目将阐明Invans的发展社会能力，一种多维的能力，涵盖了社会，认知和行为技能，使婴儿能够有效地导航其社交世界。