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dc.contributor.advisorSommerville, Jessica A.
dc.contributor.authorBrainerd, Rachel H.
dc.date.accessioned2012-07-24T14:17:30Z
dc.date.available2012-07-24T14:17:30Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/10920/26982
dc.descriptionvi, 69 p.en_US
dc.description.abstractThis study investigated the relationship between infants' social referencing, prior language comprehension, and understanding an actor's goal-directed actions. Infants (M= 9.5 months of age. n = 64) took part in a habituation paradigm designed to assess infants' ability to extend object goals across contextual changes. Infants were habituated to an event in which an actor repeatedly selected one of two toys, and received test trials in another room. On test trials the location of the toys were reversed and the actor pursued another toy in the same relative location as her initial toy (new toy trials) in alternation with test trials where the actor reached for the same target toy from habituation, now in a new relative position (new path trials). Infants in the labels condition (n = 32) heard the actor produce a language utterance during habituation trials (e.g., "I like frogs") and infants in the no labels condition (n = 32) did not. Infants' social referencing and other socio-cognitive skills produced across habituation trials were coded. Infants' language comprehension was measured via parental report using the MacArthur vocabulary checklist short form (Fenson et al., 2000). Significant positive relationships existed between total language comprehension and social referencing occurrences, and between social referencing and infants' preference for the new goal on test trials, for infants in the labels condition. Specifically infants in the labels condition who had a higher reported language comprehension used more social referencing looks during the experiment and exhibited a greater preference for test events in which the actor pursued a novel toy, suggesting that they expected the actor to maintain her same goal across contexts. These findings suggest that a relationship between infants' use of socio-cognitive skills and language lead to subsequent social cognition.en_US
dc.description.sponsorshipDepartment of Psychology. University of Washington, Seattle, Washington.
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.relation.ispartofKalamazoo College Psychology Senior Individualized Projects Collection
dc.relation.ispartofseriesSenior Individualized Projects. Psychology.;
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder. All rights reserved.
dc.titleThe Interrelation Between Language Ability, Social Referencing Skills, and Infants' Goal Understanding at 9.5 Months of Ageen_US
dc.typeThesisen_US
KCollege.Access.ContactIf you are not a current Kalamazoo College student, faculty, or staff member, email dspace@kzoo.edu to request access to this thesis.


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  • Psychology Senior Integrated Projects [741]
    This collection includes Senior Integrated Projects (SIP's) completed in the Psychology Department. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff.

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