Can 18‐Month‐Old Infants Learn Words by Listening In on Conversations?

Previous research has shown that children as young as 2 can learn words from 3rd‐party conversations (Akhtar, Jipson, & Callanan, 2001). The focus of this study was to determine whether younger infants could learn a new word through overhearing. Novel object labels were introduced to 18‐month‐old infants in 1 of 2 conditions: directly by an experimenter or in the context of overhearing the experimenter use the word while interacting with another adult. The findings suggest that, when memory demands are not too high, 18‐month‐old infants can learn words through overhearing.     

The Development of Anticipatory Smiling

When do infants begin to communicate positive affect about physical objects to their social partners? We examined developmental changes in the timing of smiles during episodes of initiating joint attention that involved an infant gazing between an object and a social partner. Twenty‐six typically developing infants were observed at 8, 10, and 12 months during the Early Social‐Communication Scales, a semistructured assessment for eliciting initiating joint attention and related behaviors. The proportion of infant smiling during initiating joint attention episodes did not change with age, but there was a change in the timing of the smiles. The likelihood of infants smiling at an object and then gazing at the experimenter while smiling (anticipatory smiling) increased between 8 and 10 months and remained stable between 10 and 12 months. The increase in the number of infants who smiled at an object and then made eye contact suggests a developing ability to communicate positive affect about an object.     

The Role of Dyadic Coordination in Organizing Visual Attention in 5‐Month‐Old Infants

In human infants, the ability to share attention with others is facilitated by increases in attentional selectivity and focus. Differences in early attention have been associated with socio‐cognitive outcomes including language, yet the social mechanisms of attention organization in early infancy have only recently been considered. Here, we examined how social coordination between 5‐month‐old infants and caregivers relate to differences in infant attention, including looking preferences, span, and reactivity to caregivers’ social cues. Using a naturalistic play paradigm, we found that 5‐month‐olds who received a high ratio of sensitive (jointly focused) contingent responses showed strong preferences for objects with which their caregivers were manually engaged. In contrast, infants whose caregivers exhibited high ratios of redirection (attempts to shift focus) showed no preferences for caregivers’ held objects. Such differences have implications for recent models of cognitive development, which rely on early looking preferences for adults’ manually engaged objects as a pathway toward joint attention and word learning. Further, sensitivity and redirectiveness predicted infant attention even in reaction to caregiver responses that were non‐referential (neither sensitive nor redirective). In response to non‐referentials, infants of highly sensitive caregivers oriented less frequently than infants of highly redirective caregivers, who showed increased distractibility. Our results suggest that specific dyadic exchanges predict infant attention differences toward broader social cues, which may have consequences for social‐cognitive outcomes.     

Affective and Behavioral Features of Jealousy Protest: Associations with Child Temperament,Maternal Interaction Style,and Attachment

This study explored variation in affective and behavioral components of infants’ jealousy protests during an eliciting condition in which mother and an experimenter directed differential attention exclusively toward a rival. Variation was examined in relation to child temperamental emotionality, maternal interaction style, and attachment security. At 45 weeks, intensity of infants’distress and durations of mother‐ and stranger‐directed behavioral responses, including gaze, touch, and proximity‐seeking, were observed in the eliciting condition. We also assessed infants’positive emotionality (PE) and negative emotionality (NE) and maternal interaction styles of sensitivity and engagement. At 54 weeks, attachment security was measured in the Strange Situation Procedure. Findings revealed that distress differed with temperamental emotionality and maternal interaction style. Specifically, distress was greater in infants with lower PE and having mothers who displayed less sensitivity and engagement. Analyses on behavioral responses toward the experimenter revealed linkages with maternal interaction style. Specifically, experimenter‐directed gaze and touch were greater among infants of mothers who demonstrated less sensitivity and engagement. Behavioral responses toward mother were found associated with quality of attachment. Specifically, mother‐directed proximity and touch were highest among infants later judged insecure resistant and lowest among those later judged insecure/avoidant; with infants later judged secure displaying moderate durations of mother‐directed proximal contact.     

Social interaction targets enhance 13-month-old infants' associative learning

Infants are attentive to third-party interactions, but the underlying mechanisms of this preference remain understudied. This study examined whether 13-month-old infants (N = 32) selectively learn cue–target associations guiding them to videos depicting a social interaction scene. In a visual learning task, two geometrical shapes were repeatedly paired with two kinds of target videos: two adults interacting with one another (social interaction) or the same adults acting individually (non-interactive control). Infants performed faster saccadic latencies and more predictive gaze shifts toward the cued target region during social interaction trials. These findings suggest that social interaction targets can serve as primary reinforcers in an associative learning task, supporting the view that infants find it intrinsically valuable to observe others’ interactions.     

Infant‐Directed Prosody Helps Infants Map Sounds to Meanings

Adults typically use an exaggerated, distinctive speaking style when addressing infants. However, the effects of infant‐directed (ID) speech on infants' learning are not yet well understood. This research investigates how ID speech affects how infants perform a key function in language acquisition, associating the sounds of words with their meanings. Seventeen‐month‐old infants were presented with two label‐object pairs in a habituation‐based word learning task. In Experiment 1, the labels were produced in adult‐directed (AD) speech. In Experiment 2, the labels were produced in ID prosody; they had higher pitch, greater pitch variation, and longer durations than the AD labels. We found that infants failed to learn the labels in AD speech, but succeeded in learning the same labels when they were produced in ID speech. Experiment 3 investigated the role of variability in learning from ID speech. When the labels were presented in ID prosody with no variation across tokens, infants failed to learn them. Our findings indicate that ID prosody can affect how readily infants map sounds to meanings and that the variability in prosody that is characteristic of ID speech may play a key role in its effect on learning new words.     

Understanding Interest in the Second Year of Life

Infants (n = 24, mean age 13 months and n = 24, mean age 19 months) were tested on an extension of the method introduced by Tomasello and Haberl (2003) to examine the understanding of another person’s interest in a novel object. Four objects were presented serially. For two objects, infants played with an experimenter. The infant played with one object alone, and the experimenter played with one object alone. Finally, all four objects were presented together, and the experimenter excitedly asked for one without indicating which. Results showed that younger infants tended to chose the object that they had not yet played with, whereas older infants were significantly more likely to choose the object that the experimenter had not yet played with. These results are discussed in the context of research on the development of understanding diversity of simple object‐directed attitudes in the second year of life.     

Comparative and Individual Perspectives on Mother–Infant Interactions with People and Objects among South Koreans,Korean Americans,and European Americans

Comparative and individual acculturation of mother and infant person‐directed and object‐directed behaviors and interactions were investigated among 183 South Korean, Korean American, and European American mothers and their 5½‐month‐old infants. We analyzed and compared mean levels in mothers’ and infants’ person‐ and object‐directed behaviors and partner responsiveness and initiation of these behaviors in dyads in the three cultural groups. Among Korean American dyads, we also analyzed individual‐level variation in the acculturation of these behaviors and interactions. This study reveals how contrasting South Korean and European American cultural values are embedded and manifested in early mother–infant interactions and how cultural values from South Korean origin and European American destination cultures are interwoven in Korean American mother–infant interactions.     

Locomotion development and infants' object interaction in a day-care environment

This longitudinal study examined the relationship between the development of locomotion and infants' interaction with others involving objects. Observations took place in a multi-person situation—a day-care class—for one-year-old infants for 1 year. The study participants were 13 infants and 7 caregivers (all Japanese). Frequencies of infants’ manual contact with objects and moving before contact with them did not differ according to locomotion developmental level. However, infants who began walking engaged in more social interactions than those who were cruising or crawling. Throughout all locomotor developmental periods, social interactions increased in frequency when more caregivers were present. As infants began to walk, they moved more prior to social interactions, had more frequent bidirectional and triadic social interactions, and moved and interacted more often with others during a single object episode. These results suggest that crawlers' engagement with objects is relatively object-oriented, while for walkers, locomotion seems to be driven by social stimuli. Infants who have begun to walk moved among caregivers and peers in a multi-person environment and developed more elaborated social interactions through objects.     

Beneficial effects of the mother's voice on infants’ novel word learning

The maternal voice appears to have a special role in infants’ language processing. The current eye‐tracking study investigated whether 24‐month‐olds (n = 149) learn novel words easier while listening to their mother's voice compared to hearing unfamiliar speakers. Our results show that maternal speech facilitates the formation of new word–object mappings across two different learning settings: a live setting in which infants are taught by their own mother or the experimenter, and a prerecorded setting in which infants hear the voice of either their own or another mother through loudspeakers. Furthermore, this study explored whether infants’ pointing gestures and novel word productions over the course of the word learning task serve as meaningful indexes of word learning behavior. Infants who repeated more target words also showed a larger learning effect in their looking behavior. Thus, maternal speech and infants’ willingness to repeat novel words are positively linked with novel word learning.     

Individual Differences in Infants’ Joint Attention Behaviors With Mother and a New Social Partner

Relations between infant–mother attachment security at 15 months and infants’ (N = 206) joint attention behaviors (a) with an experimenter at 8 and 15 months, and (b) with their mothers at 15 months were investigated. No concurrent or longitudinal relations were observed between attachment security and infants’ tendency to respond to an experimenter’s bids for joint attention. Higher levels of initiating joint attention with an experimenter at 15 months were associated with insecure‐avoidant attachment. Insecure‐avoidant attachment was also associated with lower scores for initiating high‐level joint attention behaviors (pointing, showing, and giving) with the mother at age 15 months. The fact that security‐related differences in initiating joint attention with an experimenter were observed only once the attachment relationship was consolidated suggests that (a) attachment security may influence infants’ active engagement with new social partners, and (b) insecure‐avoidant infants may compensate for reduced social contact with the caregiver by initiating more interaction with other social partners.     

Sensitivity to Confidence Cues Increases during the Second Year of Life

We investigated the emergence in infancy of a preference to imitate individuals who display confidence over lack of confidence. Eighteen‐ and 24‐month‐olds (N = 70) were presented with an experimenter who demonstrated the use of several objects accompanied by either nonverbal expressions of confidence or lack of confidence. At 24 months, infants were more likely to imitate the actions when demonstrated by a confident experimenter than by an unconfident experimenter; 18‐month‐olds showed no such preference. The experimenter then presented an additional imitation trial and a word‐learning trial while displaying a neutral expression. Twenty‐four‐month‐olds persisted in preferentially imitating a previously confident experimenter, but prior confidence had no effect on their word learning. These findings demonstrate a developmental increase in infants’ use of confidence cues toward the end of the second year of life.     

Intersensory Redundancy and 7‐Month‐Old Infants' Memory for Arbitrary Syllable‐Object Relations

Seven‐month‐old infants require redundant information, such as temporal synchrony, to learn arbitrary syllable‐object relations (Gogate & Bahrick, 1998). Infants learned the relations between 2 spoken syllables, /a/ and /i/, and 2 moving objects only when temporal synchrony was present during habituation. This article presents 2 experiments to address infants' memory for these relations. In Experiment 1, infants remembered the syllable‐object relations after 10 min, only when temporal synchrony between the vocalizations and moving objects was provided during learning. In Experiment 2, 7‐month‐olds were habituated to the same syllable‐object pairs in the presence of temporal synchrony and tested for memory after 4 days. Once again, infants learned and showed emerging memory for the syllable‐object relations 4 days after original learning under the temporally synchronous condition. These findings are consistent with the view that prior to symbolic development, infants learn and remember word‐object relations by perceiving redundant information in the vocal and gestural communication of adults.     

Watch and Learn? Infants Privilege Efficiency Over Pedagogy During Imitative Learning

This experiment tested how 18‐month‐old infants’ prior experience with an object affects their imitation. Specifically, we asked whether infants would imitate an adult who used her head to illuminate a light‐box if they had earlier discovered that the light could be illuminated with their hands. In the Self‐Discovery condition, infants had the opportunity to freely explore the light‐box; all infants used their hands to activate the light‐box at least once during this period. The experimenter then entered the room and, while providing explicit pedagogical cues, demonstrated illuminating the light‐box using her forehead. In the Demonstration Only condition, infants just viewed the experimenter’s demonstration. During a subsequent testing phase, infants in the Demonstration Only condition were more likely to use their foreheads to activate the light‐box. Conversely, infants in the Self‐Discovery condition were more likely to use their hands, suggesting that efficiency can “trump” pedagogy in some observational learning contexts.     

Infant Looking Behavior in Ambiguous Situations: Social Referencing or Attachment Behavior?

Is infant looking behavior in ambiguous situations best described in terms of information seeking (social referencing) or as attachment behavior? Twelve‐month‐old infants were assigned to 1 of 2 conditions (Study 1); each infant's mother provided positive information about an ambiguous toy and an experimenter provided positive information. In Study 2, 12‐month‐old infants were assigned to 1 of 3 conditions: mother provided positive information about the toy, mother was inattentive, or mother provided negative information; the experimenter was inattentive. The infants preferred to look at the experimenter in almost all conditions and they regulated their behavior in accordance with information obtained from the experimenter. None of the studies lends support for an explanation in terms of behaviors deriving from the attachment system, and they raise questions concerning social referencing interpretations of infants' looking behavior. Other alternatives for explaining infant looking behavior in social referencing situations (e.g., associative learning) are discussed.     

Nineteen‐Month‐Olds' Understanding of the Conventionality of Object Labels Versus Desires

We assessed 19‐month‐olds' appreciation of the conventional nature of object labels versus desires. Infants played a finding game with an experimenter who stated her intention to find the referent of a novel word (word group), to find an object she wanted (desire group), or simply to look in a box (control group). A 2nd experimenter then administered a comprehension task to assess infants' tendency to extend information to a 2nd person who was not present at the time of learning. Results indicate that infants chose the target object when the 2nd experimenter asked for the referent of the novel label but not when she requested the referent of her desire. These findings demonstrate that 19‐month‐olds understand that words are conventional, but desires are not.     

What does learning by listening bring to citizen engagement? Lessons from a government program

In public relations research, the concept of engagement is often theorized but seldom observed in practice. This research focuses on what public leaders learn when they undertake actions centered on learning by listening to society to implement governmental citizen engagement programs. Taking an inductive grounded approach to data analysis which draws on tools and methods of grounded theory as well as including a review of key concepts from public relations literature, a reflexive analysis of an action learning intervention involving the members of a provincial government was conducted. Results show that, when reflecting on interaction with stakeholders of the program, government members: increase their knowledge about both sides of the public organization-society relationship; become more sensitive to what listening is and implies, and, hence, more supportive of two-way communication; are challenged about the authenticity of the motivations behind their listening; become more aware of ways in which they work to build social capital; and, subsequently, increase their willingness to act together with society. This paper shows that reflection on the real implementation of engagement programs gives policy makers a better understanding of normative assumptions, and hence it instantiates public relations theories and concepts about engagement. By identifying acting-by-listening as integral to citizen engagement, it presents implications for the study and practice of public relations in public sector organizations.     

Why do Infants Look at and Use Positive Information from Some Informants Rather Than Others in Ambiguous Situations?

Three laboratory experiments on social referencing examined whether infants’ tendencies to look at and use positive information from the experimenter could be interpreted from a perspective of novelty or expertise. In Study 1, novelty was manipulated. Forty‐eight 12‐month‐old infants participated. In a between‐subject design, a more novel or a less novel experimenter presented an ambiguous object and provided positive information. The infants looked more at and regulated their behavior more in accordance with information coming from the less novel experimenter. In Study 2, expertise was manipulated. Forty‐eight 12‐month‐old infants were exposed to one experimenter who showed expertise about the laboratory situation and one experimenter who did not show such competence. The infants looked more at and regulated their behavior more in accordance with information coming from the expert. In Study 3, 40 12‐month‐old infants participated. The infants were exposed to a toy‐expert who was either novel or familiar. The infants, in both groups, looked as much at the toy‐experts and used the information regardless of whether the novel or familiar toy‐expert had provided information. The findings suggest that novelty does not increase looking in ambiguous situations. Instead, the results support the expertise perspective of infant looking preferences.     

Selectivity in Infant Social Referencing

In laboratory studies of social referencing, infants as young as 12 months have been reported to prefer looking at the experimenter over the caregiver for clarifying information. From an expertise perspective, such behavior could be interpreted as if the infant seeks information from others and can discriminate between persons who have or do not have relevant information to provide in the laboratory. If this is the case, higher order cognitive capacities might be involved in infant selectivity in looking in social referencing situations. However, it has also been proposed that associative learning processes might account for infant preferences in such studies. To examine whether an expertise perspective or if more basic learning processes best explain infant selectivity in looking, 40 12‐month‐old infants were assigned to 1 of 2 comparable conditions. The experimenter versus the caregiver presented an ambiguous toy and delivered positive information about the toy. The infants preferred to look at the experimenter and they regulated their behavior more in accordance with information coming from the experimenter. Thus, an associative learning account cannot explain infant preferences in looking. The results are discussed in terms of an expertise perspective.