Publication

Attunement and Affordance Learning in Infants

De Bordes, P. F., Hasselman, F. & Cox, R. F. A., 8-Aug-2019, In : Journal of cognition and development. 20, 4, p. 534-554 21 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

De Bordes, P. F., Hasselman, F., & Cox, R. F. A. (2019). Attunement and Affordance Learning in Infants. Journal of cognition and development, 20(4), 534-554. https://doi.org/10.1080/15248372.2019.1626398

Author

De Bordes, Pieter F. ; Hasselman, Fred ; Cox, Ralf F. A. / Attunement and Affordance Learning in Infants. In: Journal of cognition and development. 2019 ; Vol. 20, No. 4. pp. 534-554.

Harvard

De Bordes, PF, Hasselman, F & Cox, RFA 2019, 'Attunement and Affordance Learning in Infants' Journal of cognition and development, vol. 20, no. 4, pp. 534-554. https://doi.org/10.1080/15248372.2019.1626398

Standard

Attunement and Affordance Learning in Infants. / De Bordes, Pieter F.; Hasselman, Fred; Cox, Ralf F. A.

In: Journal of cognition and development, Vol. 20, No. 4, 08.08.2019, p. 534-554.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

De Bordes PF, Hasselman F, Cox RFA. Attunement and Affordance Learning in Infants. Journal of cognition and development. 2019 Aug 8;20(4):534-554. https://doi.org/10.1080/15248372.2019.1626398


BibTeX

@article{d59bb154b9ba4306b3bbb8dac2a6ad63,
title = "Attunement and Affordance Learning in Infants",
abstract = "From a perceptual learning perspective, infants use social information (like gaze direction) in a similar way as other information in our physical environment (like object movements) to specify action possibilities. In the current study, we assumed that infants are able to learn an affordance upon observing an adult failing to act out that affordance, without appreciating object-directed intentions, or, communicative intent towards the infant. Using a variation of the Re-enactment procedure, we found that when the attention of infants (N = 46, M-age = 20 months) was drawn towards the eyes of the person before she acted out the failed attempt, either by ostensive cues or non-ostensive cues, infants achieved more affordances than 15 when their attention was not directed towards the eyes. As directing the attention of infants to the eyes of another person frequently results in gaze following, this suggests that infants use the gaze direction of another person in order to learn what affordance that other person is trying to realize. In addition, the results of a spatiotemporal analysis on the eye-movements of infants suggest that the gaze and the object movements of the person facilitate learning by directing the attention of infants towards important object-directed actions on crucial moments during the failed attempt demonstrations. These results are discussed in terms of perceptual attunement and affordance learning.",
keywords = "STIMULUS ENHANCEMENT, BEHAVIORAL REENACTMENT, INTENDED ACTS, IMITATION, EMULATION, OBJECT, EYE, CHILDREN",
author = "{De Bordes}, {Pieter F.} and Fred Hasselman and Cox, {Ralf F. A.}",
year = "2019",
month = "8",
day = "8",
doi = "10.1080/15248372.2019.1626398",
language = "English",
volume = "20",
pages = "534--554",
journal = "Journal of cognition and development",
issn = "1524-8372",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "4",

}

RIS

TY - JOUR

T1 - Attunement and Affordance Learning in Infants

AU - De Bordes, Pieter F.

AU - Hasselman, Fred

AU - Cox, Ralf F. A.

PY - 2019/8/8

Y1 - 2019/8/8

N2 - From a perceptual learning perspective, infants use social information (like gaze direction) in a similar way as other information in our physical environment (like object movements) to specify action possibilities. In the current study, we assumed that infants are able to learn an affordance upon observing an adult failing to act out that affordance, without appreciating object-directed intentions, or, communicative intent towards the infant. Using a variation of the Re-enactment procedure, we found that when the attention of infants (N = 46, M-age = 20 months) was drawn towards the eyes of the person before she acted out the failed attempt, either by ostensive cues or non-ostensive cues, infants achieved more affordances than 15 when their attention was not directed towards the eyes. As directing the attention of infants to the eyes of another person frequently results in gaze following, this suggests that infants use the gaze direction of another person in order to learn what affordance that other person is trying to realize. In addition, the results of a spatiotemporal analysis on the eye-movements of infants suggest that the gaze and the object movements of the person facilitate learning by directing the attention of infants towards important object-directed actions on crucial moments during the failed attempt demonstrations. These results are discussed in terms of perceptual attunement and affordance learning.

AB - From a perceptual learning perspective, infants use social information (like gaze direction) in a similar way as other information in our physical environment (like object movements) to specify action possibilities. In the current study, we assumed that infants are able to learn an affordance upon observing an adult failing to act out that affordance, without appreciating object-directed intentions, or, communicative intent towards the infant. Using a variation of the Re-enactment procedure, we found that when the attention of infants (N = 46, M-age = 20 months) was drawn towards the eyes of the person before she acted out the failed attempt, either by ostensive cues or non-ostensive cues, infants achieved more affordances than 15 when their attention was not directed towards the eyes. As directing the attention of infants to the eyes of another person frequently results in gaze following, this suggests that infants use the gaze direction of another person in order to learn what affordance that other person is trying to realize. In addition, the results of a spatiotemporal analysis on the eye-movements of infants suggest that the gaze and the object movements of the person facilitate learning by directing the attention of infants towards important object-directed actions on crucial moments during the failed attempt demonstrations. These results are discussed in terms of perceptual attunement and affordance learning.

KW - STIMULUS ENHANCEMENT

KW - BEHAVIORAL REENACTMENT

KW - INTENDED ACTS

KW - IMITATION

KW - EMULATION

KW - OBJECT

KW - EYE

KW - CHILDREN

U2 - 10.1080/15248372.2019.1626398

DO - 10.1080/15248372.2019.1626398

M3 - Article

VL - 20

SP - 534

EP - 554

JO - Journal of cognition and development

JF - Journal of cognition and development

SN - 1524-8372

IS - 4

ER -

ID: 93345675