کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7273449 | 1473422 | 2015 | 15 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Learning to reach with “sticky” or “non-sticky” mittens: A tale of developmental trajectories
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کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب رفتاری
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چکیده انگلیسی
The effects of “sticky” and “non-sticky” mittens upon the progression of intentional reaching were examined over 16-day training in 24 non-reaching infants aged 2 months and 21 days. Thirteen age-matched controls did not receive training. Both mittens groups progressed over time; however, by day 16, only the “non-sticky” group made significantly more toy contacts than the controls when looking at the toy. Infants in the “non-sticky” group also directed their looking at the toy more than infants in the “sticky” mittens group. These results support the interpretation that repeated task exposure, with active, reaching-specific experience, was more likely to enhance the formation of object-directed behaviors than with the added provision of grasping simulation via “sticky mittens.”
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Infant Behavior and Development - Volume 38, February 2015, Pages 82-96
Journal: Infant Behavior and Development - Volume 38, February 2015, Pages 82-96
نویسندگان
Joshua L. Williams, Daniela Corbetta, Yu Guan,