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Introduction to the special section: studying intergenerational continuity and the transfer of risk.

Author(s): Serbin LA, Stack DM

Dev Psychol. 1998 Nov;34(6):1159-61 Authors: Serbin LA, Stack DM

Article GUID: 9823501
Intergenerational transfer of psychosocial risk in women with childhood histories of aggression, withdrawal, or aggression and withdrawal.

Author(s): Serbin LA, Cooperman JM, Peters PL, Lehoux PM, Stack DM, Schwartzman AE

Dev Psychol. 1998 Nov;34(6):1246-62 Authors: Serbin LA, Cooperman JM, Peters PL, Lehoux PM, Stack DM, Schwartzman AE

Article GUID: 9823509
Toddlers' attention to intentions-in-action in learning novel action words.

Author(s): Poulin-Dubois D, Forbes JN

Dev Psychol. 2002 Jan;38(1):104-14 Authors: Poulin-Dubois D, Forbes JN

Article GUID: 11806694
Title:Toddlers' attention to intentions-in-action in learning novel action words.
Authors:Poulin-Dubois D,  Forbes JN
Link:https://www.ncbi.nlm.nih.gov/pubmed/11806694?dopt=Abstract
Category:Dev Psychol
PMID:11806694
Dept Affiliation: PSYCHOLOGY
1 Centre for Research in Human Development/Department of Psychology, Concordia University, Montreal, Quebec, Canada. dpoulin@vax2.concordia.ca

Description:

Toddlers' attention to intentions-in-action in learning novel action words.

Dev Psychol. 2002 Jan;38(1):104-14

Authors: Poulin-Dubois D, Forbes JN

Abstract

Toddlers' ability to use cues such as eye gaze and gestures to infer the meaning of novel action words was examined. In Experiment 1, 21- and 27-month-olds were taught labels for pairs of videotaped actions that were either similar or dissimilar in appearance. Similar actions differed mainly in the presence of behavioral cues related to the agents' intentions (e.g., extended arms). Only the older children were able to learn the labels for the similar actions. In Experiment 2, 3 new pairs of labels (2 similar, 1 dissimilar) were taught to children in the same age range. Eye gaze and gestures were the main features distinguishing the similar events. The same developmental effect was observed, with only the older children showing learning of both types of verbs and the younger children being impeded by the appearance of the actions. The results show that by the middle of the 2nd year, children begin to consider intentions-in-action when acquiring the meaning of novel action verbs.

PMID: 11806694 [PubMed - indexed for MEDLINE]