Natural behavior / Jeffrey J. Lockman and Chen Yu.

Format:

Book

Author/Creator:

Lockman, Jeffrey J., author.

Yu, Chen, author.

Series:

Advances in child development and behavior ; Volume 66.

Advances in Child Development and Behavior Series ; Volume 66

Language:

English

Subjects (All):

Child psychology.

Physical Description:

1 online resource (288 pages)

Edition:

First edition.

Place of Publication:

Cambridge, MA : Academic Press, [2024]

Summary:

This book, part of the 'Advances in Child Development and Behavior' series, explores the study of natural behavior in child development. Edited by Chen Yu and Jeffrey J. Lockman, it emphasizes the importance of observing children's behavior in real-world settings, as opposed to traditional laboratory environments. The volume presents various research studies highlighting how naturalistic observations can provide valuable insights into language acquisition, cognitive development, and social interactions among children. The contributors discuss the integration of new technologies for data collection and analysis, enabling more accurate and generalizable findings. The book is intended for researchers and practitioners in developmental psychology and related fields. Generated by AI.

Contents:

Front Cover

Series Page

Advances in Child Development and Behavior

Copyright

Contents

Contributors

Preface

Chapter One: Natural behavior in everyday settings

1 Approaches to the study of infant behavior

2 Natural behavior: unique insights

2.1 Visual exploration

2.2 Object interactions

2.2.1 Postural and locomotor skills

2.2.2 Sitting

2.2.3 Crawling

2.2.4 Walking

2.3 Physical proximity to caregiver

2.4 Gesturing and talking

2.5 Summary: insights into natural behavior

3 Everyday settings: environmental regularities

3.1 The location context of language interactions

3.2 The activity context of language interactions

3.3 The material context of language interactions

3.4 Summary: insights into everyday settings

4 Closing remarks

References

Chapter Two: Daylong egocentric recordings in small- and large-scale language communities: A practical introduction

1 Introduction

2 Using existing data

3 Building new corpora

3.1 Project-specific considerations

3.1.1 Ex. smaller-scale language communities: Tseltal and Yélî Dnye

3.1.2 Ex. larger-scale language communities: North American English

4 The promise (and shortfalls) of automated solutions

5 Exciting future directions

5.1 Getting out of the house

5.2 Characterizing multimodal input

6 Conclusion

Acknowledgments

Chapter Three: Word learning is hands-on: Insights from studying natural behavior

2 The experimental history of word learning research

2.1 Properties of speech

2.2 Parents' hands

2.3 Studying active learners

3 Word learning in free-flowing interactions

3.1 Measuring real-time patterns of behavior

3.2 The feedback loop of multimodal attention

3.3 Multimodal attention shapes infants' field-of-view.

3.4 Parents respond to multimodal attention

4 The real input of early language learning

4.1 Studying multimodal attention at home

4.2 The importance of hands across cultures

5 Why do hands matter so much?

5.1 The near-hand effect

5.2 The infant as a developing system

6 Why study natural behavior?

7 Conclusion

Chapter Four: The operationalization of coordinated attention and the relations to language development: A meta-analysis

2 Different accounts of coordinated attention

3 Measures of child vocabulary

4 The present meta-analysis

5 Method

5.1 Search method

6 Inclusion criteria

7 Exclusion criteria

8 Coding the studies

9 Results

9.1 IJA vs. RJA

10 Longitudinal relationships

11 Publication bias

12 Discussion

Further reading

Chapter Five: Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms

1 Observations of language interaction in the home

1.1 How children shape the complexity of their own input

1.2 Variation in language across home activities

2 Insights into the home environment from automated measurement

2.1 Bidirectional influences conversations and language development

3 Venturing outside the home

4 Preschool language experiences

4.1 Language experiences of individual children in the same classroom

4.2 The importance of phonemic diversity of teacher and peer speech

4.3 Grounding language in social contact

4.4 Dyadic patterning of peer speech

4.5 Transmission of language through classroom networks

4.6 How children's classroom language use shapes the quality of the classroom experiences

5 Future directions

6 Conclusions

References.

Chapter Six: How teachers make connections among ideas in mathematics instruction

1 Dimensions of variation in teachers' linking behaviors

1.1 Variations in the frequency of linking episodes

1.2 Variations in teacher and student contributions to constructing links

1.3 Variation in the type of information that is the focus of the linking episodes

1.3.1 Episodes that link multiple external representations of a mathematical concept or problem

1.3.2 Episodes that link steps in procedures and the concepts that underpin those steps

1.3.3 Episodes that link a general principle to an exemplar of that principle

1.3.4 Episodes that link concepts and real-world applications of those concepts

1.3.5 Open questions and hypotheses about types of linking episodes

1.4 Variation in the multimodality of links

1.4.1 Quantifying multimodality

1.4.2 When do teachers express links multimodally rather than in a single modality?

1.5 Summary: Dimensions of variation in linking behaviors

2 Supporting teachers in linking ideas in instruction

2.1 Encouraging teachers to make links between ideas

2.2 Encouraging teachers to make links multimodally

3 Experimental tests of the impact of linking on student learning

3.1 Do variations in instructional linking lead to variations in student learning?

3.2 Do variations in multimodal linking lead to variations in student learning?

4 Questions for future research

5 Conclusions

Chapter Seven: Designing museum exhibits to support the development of scientific thinking in informal learning environments: A university-museum-community partnership

1 Designing STEM exhibits to support scientific thinking

2 Exhibit modification research and design

2.1 Building scientific thinking through signage content

2.2 Design

2.2.1 Participants

2.2.2 Protocol.

2.2.3 Transcription

2.2.4 Coding

2.2.5 Preliminary results

3 Plans for product development and refinement

4 Supporting inclusivity and diversity in early STEM learning

5 Outreach

Chapter Eight: Natural-ish behavior: The interplay of culture and context in shaping motor behavior in infancy

1 Introduction: motor development in the natural environment of Tajikistan

2 Laboratory approach to study motor behavior

2.1 The lab approach to motor behavior: concepts and history

2.2 Examples illustrating the lab approach

3 Observation in the field, outside of lab

3.1 The field observations approach: concepts and history

3.2 Examples from the field

3.2.1 Sitting

3.2.2 Crawling

3.2.3 Walking

3.2.4 Mothers' supporting role in infants' learning

3.3 Advantages and caveats of observing natural child behavior

4 Bringing the chaos of the field into the lab

4.1 Field to lab approach: concepts and history

4.2 Examples illustrating the "field to lab" approach

4.2.1 Goal-directed movement

4.2.2 Spatial layout

4.2.3 Visual exploration

4.2.4 Other paradoxes and surprising findings

4.3 Advantages and caveats of modeling lab studies after real-world environments

5 Natural-ish approach: application to our Tajikistan research

5.1 The hybrid approach: standard-ish tasks and field observations

5.2 Examples to illustrate this approach

6 Conclusions: remaining ish-ues

Author note

Chapter Nine: Stop trying to carve Nature at its joints! The importance of a process-based developmental science for understanding neurodiversity

1 Fundamentals

1.1 Carving Nature at its joints: the dominant perspective

1.1.1 Things, things, and more things!

1.1.2 Understanding things.

1.2 Nature has no joints: a marginalised perspective

1.2.1 From things to dynamic processes

1.3 Core principles of the process-based approach

1.3.1 Nature is path-dependent

1.3.2 Nature is activity-dependent

1.3.3 Nature is interactional

1.3.4 Nature is fuzzy

1.4 Summary

2 How the approach we take (things vs. processes) affects our understanding of neurodiversity

2.1 Complicated or complex? A seemingly small distinction in wording that belies great depth

2.2 How should we (actually) be embracing complexity to understand neurodiversity?

2.2.1 Time

2.2.2 Relevant context

2.3 What do we need to do?

2.3.1 Ask process-based questions

2.3.2 Equip ourselves with the right technology to map processes

2.3.3 Navigate 'things-based' traps of data annotation and analysis

2.3.4 Make tools (truly) readily available

2.3.5 Think beyond academia

3 A final thought

Acknowledgements

Dedication

Back Cover.

Notes:

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Description based on print version record.

Includes bibliographical references.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9780443294174

0443294178

9780443294167

044329416X