国际学术会议海报(poster)模板(英文)10

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1、Looking behavior is a human skill in detecting and interpreting information. At around 9 to 12 months, infants begin to follow others gaze and to engage in joint attention (Carpenter, Nagell, & Tomasello, 1998). As novices in many situations, infants learn and gather information in the context of so

2、cial-affective relationships (Campos & Sternberg, 1981), and they are born with an intrinsic motivation to interact with other people (Tronick, 2003). Infants look to adults for seeking emotional cues or other social clues to guide their actions. Through social referencing, infants figure out how to

3、 feel and behave with respect to the many new events encountered everyday situations. As a spontaneous action for gathering social information, infants attention to others faces is expected to play an important role in the development of social cognition. However, little is known about whether infan

4、ts social looking is related to their later social understanding. Reorganizing and interpreting others feelings are one of the major components in processing social signals and an index of social competence. Thus, this study investigated developmental links between infants looking behaviors and thei

5、r emotional recognition at preschool age. Ji-Hyun Sung & Hui-Chin HsuDepartment of Child and Family Development, The University of Georgia, Athens,GA 30602, U.S.A. Introduction MethodParticipantsFifty-one 12-month-old infants and their mothers participated in a larger 3-year longitudinal study. Proc

6、edure & MeasuresAt 12 monthsMothers were asked to teach their infants several developmentally challenging tasks. While some tasks were more structured and goal-oriented (e.g., matching the shapes), some tasks were less structured and more social-relational in nature (e.g., playing tea party). Infant

7、s gaze directions observed during interaction were coded from videos. The frequency (rate per minute), length (average duration of looks), and total duration (the proportion of looks to teaching episode) of infants look at mothers face and at task objects were derived separately. At 48 monthsThree y

8、ears later, at 48 months, these children participated in an emotion recognition test - the Diagnostic Analysis of Non-Verbal Accuracy (DANVA, Nowicki & Duke, 1994). Their ability to identify four facial expressions, happiness, sadness, anger, and fear, were measured. The test items and scores were g

9、rouped into a high-intensity and a low-intensity category. ResultsDiscussion2007 SRCD Biennial Conference, Boston, MA The quantity and quality of infants looking were different according to context of interaction tasks. The infants who more frequent and longer look to mothers face in the interaction

10、 showed high emotional recognition in toddlerhood. Findings from this longitudinal study suggest that infants social looking to their mothers during interactions may provide an opportunity to explore and percept others emotions. The amount and frequency of infants social looking in the interaction m

11、ay provide an opportunity to explore and percept others emotions regardless of their exact reason of looking at mothers face and may be one important factor to develop emotional and interpersonal sensitivity. Frequent and long social looking may facilitate the development of emotional and interperso

12、nal sensitivity. Mother-Infant Teaching TasksLookingBehaviorFrequencyMean (SD)MeanMean (SD)Total Duration Mean (SD)Social-Oriented TasksAt Mother1.61 (1.00)15,72 (11.92)0.06 (.04)At Task Object3.33 (1.05)202.99 (26.51)0.73 (.10)Object-Oriented TasksAt Mother0.77 (.91)6.29 (7.99)0.02 (.03)At Task Obj

13、ect2.16 (1.05)223.14 (25.01)0.82 (.10)Mother-Infant Teaching TasksLookingBehaviorHigh Intensity EmotionsLow Intensity EmotionsFrequencyLengthTotal DurationFrequencyLengthTotal DurationSocial-Oriented TasksAt Mother.39*.44*.45*-At Task Object.44*-.25+-.25+.25+-.26+-Object-Oriented TasksAt Mother.32*.

14、40*.39*-At Task Object- The quantity and quality of infants looking during interaction Twelve-month-olds were more likely to look at task objects than at their mother during teaching interactions. However, they looked at their mothers more during social-oriented interactions than during goal-oriente

15、d interactions (see Table 1). The relationship between infants looking to mothers face and their emotional recognition At age 4, children were better at recognizing high-intensity emotions than low-intensity emotions. Furthermore, infants frequent and long looks to their mothers during both social-

16、and goal-oriented teaching interactions were predictive of their better performance at recognizing high-intensity emotions (see Table 2). Frequent looks to task objects during social-oriented teaching tasks at 12 months also predicted higher scores in recognizing high-intensity emotions. However, lo

17、nger looks to objects during social-oriented tasks were related to lower scores in recognizing high-intensity emotions. Table 2Correlations Between Infant Looking Behaviors and Preschool Emotion Recognition Performance+p.10, *p.05, *p.01Table 1Descriptive Statistics of Infant Looking Behaviors+p.10, *p.05, *p.01(1) How the quantity and quality of infants looking are during interaction? (2) Whether infants looking to mothers face is related to their emotional recognition?Research Questions