Академический Документы
Профессиональный Документы
Культура Документы
2008 May
www.infancyresearch.com
It has commonly been assumed that infants are not capable of triadic interactions
until about twelve months of age. This would mean that social cognitive skills
such as language would begin to develop only after the first year. By
researching both dyadic and triadic skills in the first months of postnatal
development, we can better understand the developmental precursors of mature
social cognitive skills. My research shows that social cognitive skills do not
emerge suddenly at the end of the first year, rather, these skills unfold early and
rather gradually (Striano, 2004; Striano & Reid, 2006).
Assessing the nature of social interaction among infants across cultures is also
an effective way to understand possible universal mechanisms of developmental
change, social sensitivities, and learning. For instance, are facial and vocal cues
important for infants across culture, or are more general (i.e., amodal) cues such
as timing of social cues essential? How do variations in social experience impact
the development of learning and cognition? We are currently comparing infants
across different cultures (Italy, Greece, Germany, USA) to understand potential
universal mechanisms of social cognitive development.
Assessing early brain activity with event related potentials (ERP) is a way to
determine what types of social information infants process. In recent years we
have discovered that infants process information at the brain level is not always
seen in their behavior. Thus, neural correlates of social cognition give us clues
about the underlying mechanisms of behavioral developments. We are currently
assessing the way that young infants process language and objects as a function
of different types of social cues. Not only is this research showing that young
infants have capacities much earlier than suggested by behavioral paradigms,
but it offers a new tool to diagnose autism and developmental impairment very
early in development. These results also help us to understand universal
mechanisms of social cognitive development.
Using various survey methods, we are determining what parents across cultures
and socio-economic status understand about infant social cognitive development.
This knowledge will help us to design better educational tools. We are assessing
what various sources of educational tools have in common and how they differ.
How do various internet sites educate parents, how do these highlight
developmental norms or early signs of developmental impairments such as
autism? By analyzing and understanding current information sources and how
these are used across diverse groups, we are able to make our findings about
early infant development more accessible to parents and to the public.