語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
FindBook
Google Book
Amazon
博客來
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World./
作者:
Kidby, Sayaka.
面頁冊數:
1 online resource (347 pages)
附註:
Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:
Dissertations Abstracts International84-09A.
標題:
Neurosciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30283762click for full text (PQDT)
ISBN:
9798374427530
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World.
Kidby, Sayaka.
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World.
- 1 online resource (347 pages)
Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Thesis (Ph.D.)--Lancaster University (United Kingdom), 2022.
Includes bibliographical references
Research taking a cognitive neuroscience approach has shed light on social cognition during infancy. These studies have provided invaluable knowledge about how infants process social information, but a number of concepts regarding infant social cognition are often discussed based on research utilising rigidly controlled experimental paradigms where the role of infants is typically passive as an observer of stimuli. Increasing evidence suggests differences between the social cognitive processes that occurs when we act as observers of others (a 'third-person' perspective) and the processes that emerge when we are actively engaging with other people in an interactional context (a 'second-person' perspective) (e.g., Redcay and Schilbach, 2019; Siposova & Carpenter, 2019). Accordingly, there has been a growing recognition that we need a 'second-person' perspective, as compared to conventional "third-person" approach.The aim of the current thesis is to explore the interplay between infant cognition and the social world surrounding them, by moving research settings to a more naturalistic and dynamic one where infants are positioned as part of interaction. Towards this goal, Study 1 (Chapter 2) reviewed the current progress of "second-person" neuroscience research to evaluate the validity and robustness of simultaneous dual brain scanning techniques, often referred to as hyperscanning. The review identified large heterogeneity in reported effect sizes between published studies, suggesting the need to improve comparability of research, such as establishing standardised methods or promoting open science practices including code and data sharing to achieve higher reproducibility. This thesis then turned to research using various techniques from a conventional screen-based paradigm to a more dynamic setting, with the aim of building a stable platform towards second-person cognitive neuroscience approaches that investigate infant cognition while the infant actively interacts with other people. Study 2 (Chapter 3) explored how infants encode information differently from two adults who give gaze cues to a target object with different levels of accuracy. Whilst the study utilised a conventional event-related potential paradigm using screen-based stimuli, this paradigm could be adapted to enable future studies to investigate how infants' social cognitive ability to discriminate reliable and unreliable informants can inform their subsequent behaviour observed in a social interactional behavioural task. Study 3 (Chapter 4) moved towards the use of more dynamic video stimuli and explored the neural processing of unexpected events. The study identified challenges in using dynamic perceptual inputs as stimuli. Study 4 (Chapter 5) transitioned into more naturalistic social contexts and analysed infant cognition while 10-month-old infants were faced with an adult demonstrating novel object labels in a live interaction. The study not only showed the feasibility of second-person neuroscientific research with infant participants, but also advanced our knowledge about infant word learning a step further, and demonstrated the trajectory from the encoding of semantic word information to its consolidation as knowledge. Study 5 (Chapter 6) also utilised a naturalistic interactional setting where infants were able to actively engage in a social task with an experimenter in a live manner, and aimed to identify systematic differences in neural activity between 9-month-old infants who make perseverative errors originally reported by Piaget (1954) and those who do not. This study was, to our knowledge, the first of its kind to validate the feasibility of utilising neurophysiological measures in this traditional interactive behavioural paradigm, in such a way that it does not interfere with the standard procedure.This thesis produced a series of studies which jointly demonstrate the potential for conducting research in a more dynamic setting that investigates infant social cognition taking a 'second-person' cognitive neuroscience approach to advance our knowledge about the intricate interaction between infant cognition, behaviour and the environment. We conclude this thesis by addressing the challenges of such an approach, to which we also attempt to propose solutions, as well as discussing future directions for the field.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023
Mode of access: World Wide Web
ISBN: 9798374427530Subjects--Topical Terms:
588700
Neurosciences.
Index Terms--Genre/Form:
542853
Electronic books.
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World.
LDR
:05690nmm a2200373K 4500
001
2357742
005
20230725053657.5
006
m o d
007
cr mn ---uuuuu
008
241011s2022 xx obm 000 0 eng d
020
$a
9798374427530
035
$a
(MiAaPQ)AAI30283762
035
$a
(MiAaPQ)Lancaster_178704
035
$a
AAI30283762
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Kidby, Sayaka.
$3
3698272
245
1 0
$a
Interactive Brains:How Infant Cognition Interacts with the Dynamic Social World.
264
0
$c
2022
300
$a
1 online resource (347 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500
$a
Advisor: Reid, Vincent; Dunn, Kirsty.
502
$a
Thesis (Ph.D.)--Lancaster University (United Kingdom), 2022.
504
$a
Includes bibliographical references
520
$a
Research taking a cognitive neuroscience approach has shed light on social cognition during infancy. These studies have provided invaluable knowledge about how infants process social information, but a number of concepts regarding infant social cognition are often discussed based on research utilising rigidly controlled experimental paradigms where the role of infants is typically passive as an observer of stimuli. Increasing evidence suggests differences between the social cognitive processes that occurs when we act as observers of others (a 'third-person' perspective) and the processes that emerge when we are actively engaging with other people in an interactional context (a 'second-person' perspective) (e.g., Redcay and Schilbach, 2019; Siposova & Carpenter, 2019). Accordingly, there has been a growing recognition that we need a 'second-person' perspective, as compared to conventional "third-person" approach.The aim of the current thesis is to explore the interplay between infant cognition and the social world surrounding them, by moving research settings to a more naturalistic and dynamic one where infants are positioned as part of interaction. Towards this goal, Study 1 (Chapter 2) reviewed the current progress of "second-person" neuroscience research to evaluate the validity and robustness of simultaneous dual brain scanning techniques, often referred to as hyperscanning. The review identified large heterogeneity in reported effect sizes between published studies, suggesting the need to improve comparability of research, such as establishing standardised methods or promoting open science practices including code and data sharing to achieve higher reproducibility. This thesis then turned to research using various techniques from a conventional screen-based paradigm to a more dynamic setting, with the aim of building a stable platform towards second-person cognitive neuroscience approaches that investigate infant cognition while the infant actively interacts with other people. Study 2 (Chapter 3) explored how infants encode information differently from two adults who give gaze cues to a target object with different levels of accuracy. Whilst the study utilised a conventional event-related potential paradigm using screen-based stimuli, this paradigm could be adapted to enable future studies to investigate how infants' social cognitive ability to discriminate reliable and unreliable informants can inform their subsequent behaviour observed in a social interactional behavioural task. Study 3 (Chapter 4) moved towards the use of more dynamic video stimuli and explored the neural processing of unexpected events. The study identified challenges in using dynamic perceptual inputs as stimuli. Study 4 (Chapter 5) transitioned into more naturalistic social contexts and analysed infant cognition while 10-month-old infants were faced with an adult demonstrating novel object labels in a live interaction. The study not only showed the feasibility of second-person neuroscientific research with infant participants, but also advanced our knowledge about infant word learning a step further, and demonstrated the trajectory from the encoding of semantic word information to its consolidation as knowledge. Study 5 (Chapter 6) also utilised a naturalistic interactional setting where infants were able to actively engage in a social task with an experimenter in a live manner, and aimed to identify systematic differences in neural activity between 9-month-old infants who make perseverative errors originally reported by Piaget (1954) and those who do not. This study was, to our knowledge, the first of its kind to validate the feasibility of utilising neurophysiological measures in this traditional interactive behavioural paradigm, in such a way that it does not interfere with the standard procedure.This thesis produced a series of studies which jointly demonstrate the potential for conducting research in a more dynamic setting that investigates infant social cognition taking a 'second-person' cognitive neuroscience approach to advance our knowledge about the intricate interaction between infant cognition, behaviour and the environment. We conclude this thesis by addressing the challenges of such an approach, to which we also attempt to propose solutions, as well as discussing future directions for the field.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2023
538
$a
Mode of access: World Wide Web
650
4
$a
Neurosciences.
$3
588700
650
4
$a
Illustrations.
$3
3683691
650
4
$a
Electrodes.
$3
629151
650
4
$a
Social interaction.
$3
520415
650
4
$a
Cognitive ability.
$3
3560491
650
4
$a
Brain research.
$3
3561789
650
4
$a
Cognition & reasoning.
$3
3556293
650
4
$a
Semantics.
$3
520060
650
4
$a
Babies.
$3
3556699
650
4
$a
Cognitive psychology.
$3
523881
650
4
$a
Logic.
$3
529544
650
4
$a
Psychology.
$3
519075
650
4
$a
Social psychology.
$3
520219
655
7
$a
Electronic books.
$2
lcsh
$3
542853
690
$a
0317
690
$a
0633
690
$a
0395
690
$a
0621
690
$a
0451
710
2
$a
ProQuest Information and Learning Co.
$3
783688
710
2
$a
Lancaster University (United Kingdom).
$3
1294170
773
0
$t
Dissertations Abstracts International
$g
84-09A.
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30283762
$z
click for full text (PQDT)
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9480098
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入