The Developmental Continuity Consortium Study

2019 ◽  
pp. 111-128 ◽  
Author(s):  
Virginia Ruth Hubbell
Keyword(s):  
Developmental Continuity

The supine position of postnatal human infants

2009 ◽  
Vol 10 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Hideko Takeshita ◽  
Masako Myowa-Yamakoshi ◽  
Satoshi Hirata
Keyword(s):  
Supine Position ◽  
Postnatal Period ◽  
The Body ◽  
Body Parts ◽  
Human Infants ◽  
Face To Face ◽  
Developmental Continuity ◽  
Exploratory Movements ◽  
Locomotor Ability ◽  
Development And Evolution

In this review, we discuss the implications of placing an infant in the supine position with respect to human cognitive development and evolution. When human infants are born, they are relatively large and immature in terms of postural and locomotor ability as compared with their closest relatives, the great apes. Hence, human mothers seemingly adopt a novel pattern of caring for their large and heavy infants, i.e., placing their infants in the supine position; this promotes face-to-face communication with their infants. Moreover, infants in the supine position can interact with other nearby individuals in the same manner from an early age. In addition, the infants can also explore their own body parts and/or objects with their hands since the hands are not required to support the body and are therefore, free to move. These activities are considered to be fundamental to the early development of human social and nonsocial cognition, including knowledge of self, in the first six months after birth. Further, developmental continuity in the voluntary exploratory movements in the prenatal period (in utero) to the early postnatal period is also discussed.

scholarly journals The pervasive role of pragmatics in early language

2019 ◽  
Author(s):  
Manuel Bohn ◽  
Michael C. Frank
Keyword(s):  
Language Learning ◽  
Common Ground ◽  
Social Cues ◽  
Social Reasoning ◽  
Early Language ◽  
Computational Framework ◽  
Linguistic Pragmatics ◽  
Developmental Continuity ◽  
Pragmatic Reasoning

Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In this review, we take a pragmatic perspective on language development and argue for developmental continuity between early non-verbal communication, language learning, and linguistic pragmatics. We link phenomena from these different literatures by relating them to a computational framework (the rational speech act framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. The model specifies how different information sources (linguistic utterances, social cues, common ground) are combined when making pragmatic inferences. We present evidence in favor of this inferential view and review how pragmatic reasoning supports children’s learning, comprehension, and use of language.

scholarly journals The development of lexical competition in written- and spoken-word competition

2021 ◽  
Author(s):  
Keith S Apfelbaum ◽  
Christina Blomquist ◽  
Bob McMurray
Keyword(s):  
Word Recognition ◽  
Target Recognition ◽  
Spoken Word ◽  
Developmental Changes ◽  
Lexical Competition ◽  
Visual World Paradigm ◽  
Input Modality ◽  
Developmental Continuity ◽  
Input Format ◽  
Temporal Overlap

Efficient word recognition depends on the ability to overcome competition from overlapping words. The nature of the overlap depends on the input modality: spoken words have temporal overlap from other words that share phonemes in the same positions, whereas written words have spatial overlap from other words with letters in the same places. It is unclear how these differences in input format affect the ability to recognize a word and the types of competitors that become active while doing so. This study investigates word recognition in both modalities in children between 7 and 15. Children complete a visual-world paradigm eye-tracking task that measures competition from words with several types of overlap, using identical word lists between modalities. Results showed correlated developmental changes in the speed of target recognition in both modalities. Additionally, developmental changes were seen in the efficiency of competitor suppression for some competitor types in the spoken modality. These data reveal some developmental continuity in the process of word recognition independent of modality, but also some instances of independence in how competitors are activated. Stimuli, data and analyses from this project are available at: https://osf.io/eav72

scholarly journals The Pervasive Role of Pragmatics in Early Language

2019 ◽  
Vol 1 (1) ◽  
pp. 223-249 ◽  
Author(s):  
Manuel Bohn ◽  
Michael C. Frank
Keyword(s):  
Language Learning ◽  
Common Ground ◽  
Social Cues ◽  
Social Reasoning ◽  
Early Language ◽  
Computational Framework ◽  
Linguistic Pragmatics ◽  
Developmental Continuity ◽  
Pragmatic Reasoning

Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In this article, we take a pragmatic perspective on language development and argue for developmental continuity between early nonverbal communication, language learning, and linguistic pragmatics. We link phenomena from these different literatures by relating them to a computational framework (the rational speech act framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. The model specifies how different information sources (linguistic utterances, social cues, common ground) are combined when making pragmatic inferences. We present evidence in favor of this inferential view and review how pragmatic reasoning supports children's learning, comprehension, and use of language.

scholarly journals Predictors of early life milestones: Results from the Copenhagen Perinatal Cohort

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Trine Flensborg-Madsen ◽  
Marie Grønkjær ◽  
Erik Lykke Mortensen
Keyword(s):  
Social Status ◽  
Motor Development ◽  
Toilet Training ◽  
Paternal Age ◽  
Systematic Evaluation ◽  
First Year ◽  
Individual Factor ◽  
Developmental Continuity ◽  
First Year Of Life ◽  
Postnatal Factors

Abstract Background Pre- and postnatal factors have been found to be predictors of age at attaining milestones in infancy; however, the degree to which such factors are predictors of milestones in the subsequent years is less investigated. The aim was to conduct a systematic evaluation of a broad range of possible predictors of milestone attainment during the second and third years to identify factors that explain significant inter-individual variance. Methods Mothers of 4009 children from the Copenhagen Perinatal Cohort (1959–61) were interviewed by a physician about 20 developmental milestones at a three-year examination. Milestones were related to: Language, Walking, Eating, Dressing, Social interaction, and Toilet training. Information on possible predictors was collected during pregnancy and at a 1- and 3-year follow-up. Results Several pre- and postnatal factors were significantly associated with the timing of milestone attainment; especially parental social status, paternal age, sex, gestational age, birth weight, birth length, weight increase in the first year of life, and motor development during the first year of life. The significant predictors explained 16.2% of the variance in the Overall mean of milestones and 20.3% of the variance in milestones related to Walking. The most influential individual factor for the timing of milestone attainment was previous motor development during the first year of life. Additionally, sex was an important factor as girls were generally faster at attaining milestones. Parental social status was a consistent, but relatively week predictor. Conclusion A notable amount of variance in the timing of milestones during the first three years of life can be explained by perinatal and early postnatal factors. The study provides evidence of developmental continuity as the main predictor of milestones in the second and third years was the speed of development during the first year.

Shadow trajectories: The poetic motion of motherhood meanings through the lens of lived temporality

2016 ◽  
Vol 23 (3) ◽  
pp. 408-422 ◽  
Author(s):  
Ana Cecília de Sousa Bastos
Keyword(s):  
Social Contexts ◽  
Chronological Order ◽  
Dynamic Tension ◽  
Dialogical Self ◽  
Developmental Continuity ◽  
Current Experience

This article seeks to develop the concept of shadow trajectories through analyzing narratives of six sisters on the process of becoming mothers. Development implies a dynamic tension between literal and imagined domains, which has been called poetic motion. Psychological novelty emerges from the polarized connections between literal × imagined, possible × performed domains, and between past–present–future. The six sisters (interviewed when they were 65–82 years old, and referred along the text by numbers—Sister 1 to Sister 6, to emphasize that chronological order in time), and I discuss, through their diverse experiences, personal movements that can represent cultural novelty inside their social contexts. Novelty seems to emerge from the interplay of what is seen, dreamed of, or planned as possibilities and what is effectively performed along their trajectories. I call these directions “shadow trajectories,” in opposition to other lines supposed to be “dominant,” both lines present and dynamically tensioned within the dialogical self-territory. The article intends to explore how these two kinds of trajectories are actualized in the women’s current experience, focusing on how “shadow trajectories” can support, amplify, direct, undermine, and create developmental continuity concerning “dominant or main trajectories.”

scholarly journals Developmental precursors of child- and adolescent-onset schizophrenia and affective psychoses: diagnostic specificity and continuity with symptom dimensions

2003 ◽  
Vol 182 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Chris Hollis
Keyword(s):  
Psychotic Symptom ◽  
Early Onset ◽  
Negative Symptoms ◽  
Child And Adolescent ◽  
Social Impairment ◽  
First Episode ◽  
Retrospective Case ◽  
Symptom Dimensions ◽  
Affective Psychoses ◽  
Developmental Continuity

BackgroundAn increased rate of premorbid impairment has been reported in both child- and adolescent-onset schizophrenic and affective psychoses.AimsTo examine the evidence for a specific association between premorbid impairment and child- and adolescent-onset schizophrenia, and whether specific continuities exist between premorbid impairments and psychotic symptom dimensions.MethodRetrospective case note study of 110 first-episode child- and adolescent-onset psychoses (age 10–17 years). DSM–III–R diagnoses derived from the OPCRIT algorithm showed 61 with schizophrenia (mean age 14.1 years) and 49 with other non-schizophrenic psychoses (mean age 14.7 years).ResultsPremorbid social impairment was more common in early-onset schizophrenia than in other early-onset psychoses (OR 1.9, P=0.03). Overall, impaired premorbid development, enuresis and incontinence during psychosis were specifically associated with the negative psychotic symptom dimension.ConclusionsPremorbid social impairments are more marked in child- and adolescent-onset schizophrenia than in other psychoses. There appears to be developmental continuity from premorbid impairment to negative symptoms.

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