Disentangling the Social and the Pedagogical in Infants' Learning about Tool‐Use

We investigated infants' response to pedagogy in the domain of tool use. In experiment 1, infants viewed a causally relevant tool‐use demonstration presented identically in either a social/pedagogical or social/non‐pedagogical context. Infants exposed to pedagogical cues displayed superior production of the tool‐use sequence. This was so despite infants displaying equivalent attention to the demonstration across conditions. In contrast, pedagogical cues had no systematic impact on infants' discrimination between causally possible vs. impossible tool‐use sequences in a looking‐time task. Interestingly, however, older infants across both conditions displayed a preference for looking toward the causally possible display. Experiment 2 documented that social cues of any sort (regardless of pedagogy) accompanying the demonstration triggered older infants to discriminate the causally possible vs. impossible events whereas a non‐social demonstration did not. Together, the two experiments implicate ‘social gating’ as well as a pedagogical stance in infants' processing and execution of causal action.     

Families by Adoption and Birth: I. Mother-Infant Socioemotional Interactions

The role of adoptive family dynamics in the etiology of both resilient and adverse developmental outcomes is not well understood. In this study, socioemotional aspects of the mother-infant relationship were examined in families by adoption and by birth. Matched groups of mothers and their 5-month-old first babies were observed in the home setting. Dyads in the two groups were comparable in the frequency and ranking of a full array of age-appropriate behaviors. Group differences emerged for selected infant and maternal behaviors; infants by birth were in an alert state and smiled more often than infants by adoption, and adoptive mothers nourished and caressed their infants more than did mothers by birth. While the structure of the infant's behavior repertoire was similar for both groups, there were twice as many significant correlations among maternal behaviors for the birth group than for the adoptive group. There were also more correlations between maternal and infant behaviors for dyads by birth than for dyads by adoption, and the nature of the correlations differed for the two groups. It is argued that both groups of mothers and babies were functioning in the adaptive, healthy range and that observed differences between them reflect subtle differences in behavioral emphasis, possibly related to the unique paths to parenthood represented by adoption and birth.     

译学成长的阶段划分

自从董秋斯在20世纪50年代提出建立翻译学的主张以来,翻译学在中国的发展一波三折,在人们的怀疑和争辩之中逐步成长壮大。文章通过回顾近半个世纪里翻译研究在中国的发展历程,不仅澄清了翻译理论(translation theory)、翻译科学(science of translation)、翻译学(translatology)、翻译研究(translation studies/theory of translation)等概念,而且通过分析比较各个历史时期译学建设方面的标志性著作和论文、发表的翻译著作总数以及课题立项情况,把译学在中国的发展划分为三个阶段:萌芽阶段、思辨阶段、初创阶段。     

Stabilities of infant behaviors and maternal responses to them

Consistency in the order of individuals in a group across substantial lengths of time—stability—is a central concept in developmental science for several reasons. Stability underscores the meaningfulness of individual differences in psychological phenomena; stability informs about the origins, nature, and overall developmental course of psychological phenomena; stability signals individual status and so affects the environment, experience, and development; stability has both theoretical and clinical implications for individual functioning; and stability helps to establish that a measure constitutes a consequential individual‐differences metric. In this three‐wave prospective longitudinal study (Ns = 40 infants and mothers), we examined stabilities of individual variation in multiple infant behaviors and maternal responses to them across infant ages 10, 14, and 21 months. Medium to large effect size stabilities in infant behaviors and maternal responses emerged, but both betray substantial amounts of unshared variance. Documenting the ontogenetic trajectories of infant behaviors and maternal responses helps to elucidate the nature and structure of early human development.     

Individual differences in infancy research: Letting the baby stand out from the crowd

Within the developmental literature, there is an often unspoken tension between studies that aim to capture broad scale, fairly universal nomothetic traits, and studies that focus on mechanisms and trajectories that are idiographic and bounded to some extent by systematic individual differences. The suitability of these approaches varies as a function of the specific research interests at hand. Although the approaches are interdependent, they have often proceeded as parallel research traditions. The current review notes some of the historical and empirical bases for this divide and suggests that each tradition would benefit from incorporating both methodological approaches to iteratively examine universal (nomothetic) phenomena and the individual differences (idiographic) factors that lead to variation in development. This work may help isolate underlying causal mechanisms, better understand current functioning, and predict long‐term developmental consequences. In doing so, we also highlight empirical and structural issues that need to be addressed to support this integration.     

Biases in Attention for Social Stimuli in Children are Associated with Patterns of Infant Attachment: A Brief Report

The way an individual attends to social information has implications for his/her ability to regulate behavior in social settings. The results of the present investigation suggest that early experiences in parent–child relationships contribute to later differences in the deployment of attention to social information. The quality of the mother–child relationship was assessed at one‐year‐of‐age. At seven to eight years of age, a dot‐probe paradigm assessed immediate and delayed attention to pictures of faces vs. pictures of neutral objects. Children who were more avoidant with their mother in infancy attended to neutral objects over social stimuli at delayed but not immediate time frames. This finding suggests that individual differences in attention to social stimuli in childhood are associated with the quality of the prior attachment relationship with a primary caregiver.     

Doing the Scut Work of Infant Care: Does Religiousness Encourage Father Involvement?

Considerable debate exists regarding whether religiousness promotes or impedes greater father involvement in parenting. Our study addresses this issue using a Midwestern longitudinal dataset that tracks the transition to first parenthood for 169 married couples. We focus on performance of the "messier" tasks of infant care. We find little evidence that religiousness enhances father involvement in this domain. Biblically conservative couples exhibit a greater gender gap in childcare than others, with mothers more involved than fathers. The gender gap is also greater the more fathers work outside the home, the greater mothers' knowledge of infant development, and the more unadaptable the infant. Average daily childcare is lower the greater spouses' work hours, but higher with difficult pregnancies or fussy babies.     

Parental Childrearing Attitudes as Correlates of Father Involvement During Infancy

Using daily diary data to document involvement with infants at 6 - 8 months of age (n = 142) and 6 months later (n = 95), we examined relations between reported childrearing attitudes and resident fathers' relative (as compared to mothers') involvement with children. Fathers' authoritarian views related negatively to their relative involvement on weekdays, and this relation held over time for caregiving and playing activities. Mothers' protective attitudes had concurrent negative associations with fathers' relative weekend involvement. Findings suggest that fathers' authoritarian and mothers' protective attitudes relate to how parenting responsibilities are shared within families and may be detrimental to how much fathers become, or choose to become, directly involved in the care of their infants in comparison to mothers.     

Individual Differences in Infants' Emotional Resonance to a Peer in Distress: Self–Other Awareness and Emotion Regulation

In this study, relations between emotional resonance responses to another's distress, emotion regulation, and self‐other discrimination were investigated in infants three‐, six‐, and nine‐months‐old. We measured the emotional reactions to the pain cry of a peer, along with the ability to regulate emotions and to discriminate between self and other body movements. We found evidence that infants do regulate their emotional resonance responses to another's distress. This relation is age specific, with younger infants using more primitive self‐soothing behaviors, while in older participants attentional based strategies relate to affect sharing reactions. Only nine‐month‐old infants have shown self‐other differentiation abilities, and these were significantly connected to their emotions in response to a peer's distress. These findings have implications for our understanding of early empathy development.