Learning About Hidden Affordances

了解隐藏的可供性

基本信息

批准号：
9757814
负责人：
Karen E Adolph
金额：
$ 41.1万
依托单位：
NEW YORK UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-16 至 2021-08-31
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): The overall goal of this research is to advance understanding of a critical but unstudied aspect of motor skill acquisition-how children learn about hidden affordances for action. Previous work has focused on children's discovery and implementation of overt affordances such as reaching for objects and squeezing through apertures. Information for overt affordances is readily available through visual and haptic exploration. In contrast, information for affordances of many everyday artifacts is hidden, and requires discovery and implementation of a non-obvious target action. How do young children discover that the graspable cap of a container requires a twisting action or that a closed door requires a pushing or pulling action to open it? Indeed, the closures on artifacts used for self-care, opening cabinets and doors, and so forth require an array of nonobvious actions, but little is known about how children discover and implement the hidden affordances that permeate activities of daily living. We hypothesize two ways that young children can learn about hidden affordances-through the same types of "do-it-yourself learning" that characterize learning about overt affordances and/or through socially supported learning provided by knowledgeable adults. We will test whether children can discover and implement hidden affordances through (AIM 1) do-it-yourself learning and (AIM 2) socially supported learning across a range of closure types reflecting several activities of daily living (opening containers, flexible pouches, cabinets and doors). We will describe which actions children spontaneously generate and how learning unfolds in real time and across development. Inspired by mothers' natural social support of children's actions, we will test the effectiveness of various types of affordance-specific social information by systematically varying social support and asking how these manipulations affect children's discovery and implementation of the target action. We will characterize when and why children seek social support from adults, and use head-mounted eye tracking to determine whether children direct their visual attention to critical information offered by an adult. Finding on children's do-it-yourself learning about hidden affordances will have implications for designing closures that enable children to perform activities of daily living and for ensuring children's safety by limiting their access to dangerous substances and situations. Findings on socially supported learning will have implications for how parents, teachers, and occupational therapists can help children to perform activities of daily living independently.

描述（由适用提供）：这项研究的总体目标是促进对运动技能获取的关键但未研究的方面的理解，儿童如何学习隐藏的行动能力。先前的工作集中在儿童发现和实施公开的负担，例如伸手去拿物体和挤压各个方面。通过视觉和触觉探索，很容易获得公开负担的信息。相比之下，关于每天许多人工制品的提供的信息是隐藏的，需要发现和实施非明显的目标行动。幼儿如何发现容器的可抓帽需要扭曲的动作，或者封闭的门需要推动或拉动动作才能打开它？的确，用于自我护理，开柜和门等文物的封闭需要一系列非明显的行动，但是对于孩子们如何发现和实施渗透到日常生活活动的隐藏的负担能力。我们假设幼儿可以学习隐藏的两种方式 - 通过相同类型的“做自己动手学习”，这些方法是学习公开负担和/或通过知识渊博的成年人提供的社会支持的学习的特征。我们将测试儿童是否可以通过（AIM 1）进行自己动手学习并实施隐藏的负担，并（AIM 2）在一系列封闭类型的社会支持的学习中，反映了几种日常生活的活动（打开容器，灵活的小袋，橱柜和门）。我们将描述儿童从赞助的哪些行为以及学习方式实时以及整个发展的方式。受到母亲对儿童行为的自然社会支持的启发，我们将通过系统地改变社会支持并询问这些操纵如何影响儿童发现和实施目标行动，以测试各种特定于特定于负担的社会信息的有效性。我们将表征儿童何时以及为何寻求成人的社会支持，并使用头部安装的眼睛跟踪来确定孩子是否将视觉关注引向成年人提供的关键信息。在儿童自己动手学习有关隐藏的负担的知识中，将对设计关闭有影响，使孩子们能够通过限制儿童进入危险物质和情况来进行日常生活和确保儿童的安全。关于社会支持的学习结果将对父母，老师和占领治疗师如何帮助孩子独立进行日常生活的活动产生影响。