His research connecting early social-cognitive and language learning has illuminated the origins of human speech and language. In addition, Meltzoff has studied how infants connect self and other, infant gaze following, and the origins of theory of mind.
Meltzoff uses infant brain measures e. He has established an outreach division at I-LABS that is dedicated to disseminating research findings and combining research and practice to improve the lives of infants and caretakers. At a more theoretical level, Dr.
Acquiring group bias: Observing other people's nonverbal signals can create social group biases. Journal of Personality and Social Psychology , , — Lee, C. The braid of human learning and development: Neuro-physiological processes and participation in cultural practices. Nasir, C. Lee, R. McKinney de Royston Eds. Shen, G. Body representation in infants: Categorical boundaries of body parts as assessed by somatosensory mismatch negativity.
Developmental Cognitive Neuroscience , 44, Ruba, A. The development of negative event-emotion matching in infancy: Implications for theories in affective science. Affective Science , 1, 4— Marshall, P. Body maps in the infant brain: Implications for neurodevelopmental disabilities.
Master, A. Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. International Journal of Gender, Science and Technology , 12, — Imitation in Chinese preschool children: Influence of prior self-experience and pedagogical cues on the imitation of novel acts in a non-western culture. Superordinate categorization of negative facial expressions in infancy: The influence of labels.
Developmental Psychology , 56, — Altruistic food sharing behavior by human infants after a hunger manipulation. Scientific Reports , 10, Brooks, R. Enhanced gaze-following behavior in Deaf infants of Deaf parents. Developmental Science , 23, e Cognitive stimulation as a mechanism linking socioeconomic status with executive function: A longitudinal investigation.
Child Development , 91, e—e Body representations as indexed by oscillatory EEG activities in the context of tactile novelty processing.
Neuropsychologia , , How do you feel? Preverbal infants match negative emotions to events. Developmental Psychology , 55, — Neural representations of the body in day-old human infants.
Developmental Science , 22, e Childhood experiences and intergroup biases among children. Social Issues and Policy Review ,13, — Kuhl, S-S. Lim, S. Van Damme, Eds. Human infant imitation as a social survival circuit.
Current Opinion in Behavioral Sciences , 24, — Infant brain responses to felt and observed touch of hands and feet: An MEG study. Developmental Science , 21, e Loucks, J. Children's representation and imitation of events: How goal organization influences 3-year-old children's memory for action sequences.
Cognitive Science , 41, — Rogers, L. Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and Mixed-race children. Cultural Diverstiy and Ethnic Minority Psychology , 23, — Imitation and modeling. In: M. Benson Eds. London: Elsevier.
Psychological Science , 28, — Rabinowitch, T. Synchronized movement experience enhances peer cooperation in preschool children. Journal of Experimental Child Psychology , , 21— Social group membership increases STEM engagement among preschoolers.
Developmental Psychology , 53, — Motivation and identity. Miele Eds. Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity. Journal of Experimental Social Psychology , 62, 50— Body maps in the infant brain. Trends in Cognitive Science , 19, — Gelman Eds.
New York: Oxford University Press. Imitation: Social, cognitive, and theoretical perspectives. Zelazo Ed. Oxford handbook of developmental psychology pp. NY: Oxford University Press. Moll, H. Perspective-taking and its foundation in joint attention. Eilan, H. Roessler Eds. Issues in philosophy and psychology pp. Oxford, England: Oxford University Press. Social cognition and the origins of imitation, empathy, and theory of mind.
Goswami Ed. Malden, MA: Wiley-Blackwell. Foundations for a new science of learning. Science , , — Moore, M. Numerical identity and the development of object permanence. Johnson Ed. Developmental Science , 10, — Acta Psychologica , , 26— Object representation, identity, and the paradox of early permanence: Steps toward a new framework.
Infant Behavior and Development , 21, — Towards a developmental cognitive science: The implications of cross-modal matching and imitation for the development of representation and memory in infancy. Diamond Ed. Re-examination of Oostenbroek et al.
Repacholi, B. Infancy , 21, — Developmental Psychology , 52, — Imitation as a mechanism in cognitive development: a cross-cultural investigation of 4-year-old children's rule learning. Frontiers in Pyschology , 6, Social learning promotes understanding of the physical world: Preschool children's imitation of weight sorting.
Journal of Experimental Child Psychology , , 82— Infant, control thyself: Infants' integration of multiple social cues to regulate their imitative behavior. Cognitive Development , 32, 46— Goals influence memory and imitation for dynamic human action in month-old children.
Scandinavian Journal of Psychology , 54, 41— Zack, E. Scandinavian Journal of Psychology , 54, 20— Developmental perspectives on action science: Lessons from infant imitation and cognitive neuroscience. Prinz, M. Herwig Eds. Learning about causes from people: Observational causal learning in month-old infants. Developmental Psychology , 48, — Saby, J. Neural correlates of being imitated: An EEG study in preverbal infants. Social Neuroscience , 7, — Williamson, R.
Cognitive Development , 26, — The importance of imitation for theories of social-cognitive development. Wachs Eds. Oxford: Wiley-Blackwell. Learning the rules: Observation and imitation of a sorting strategy by month-old children.
Developmental Psychology , 46, 57— Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology , 27, 13— Infants' understanding of the link between visual perception and emotion: "If she can't see me doing it, she won't get angry".
Developmental Psychology , 44, — Prior experiences and perceived efficacy influence 3-year-olds' imitation. Emotional eavesdropping: Infants selectively respond to indirect emotional signals. Child Development , 78, — Elements of a developmental theory of imitation.
Prinz Eds. Cambridge: Cambridge University Press. Gleissner, B. Children's coding of human action: Cognitive factors influencing imitation in 3-year-olds. Developmental Science , 3, — Resolving the debate about early imitation. Muir Eds. Oxford, England: Blackwell. Explaining facial imitation: A theoretical model. Early Development and Parenting , 6, 79— Imitation, memory, and the representation of persons.
Infant Behavior and Development , 17, 83— Early imitation within a functional framework: The importance of person identity, movement, and development. Infant Behavior and Development , 15, — Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Developmental Psychology , 25, — Immediate and deferred imitation in fourteen- and twenty-four-month-old infants.
Child Development , 56, 62— Newborn infants imitate adult facial gestures. Child Development , 54, — Imitation of facial and manual gestures by human neonates. Science , , 75— Heimann, M. Exploring the relation between memory, gestural communication, and the emergence of language in infancy: A longitudinal study.
Infant and Child Development , 15, — Klein, P. Long-term memory, forgetting, and deferred imitation in month-old infants. Developmental Science , 2, — Barnat, S. Deferred imitation across changes in context and object: Memory and generalization in month-old infants. Infant Behavior and Development , 19, — What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology , 59, — Hanna, E.
Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. Developmental Psychology , 29, — Infant imitation and memory: Nine-month-olds in immediate and deferred tests.
Child Development , 59, — Participants were asked to bind an emotional face with an object while undergoing fMRI scanning. Outside the scanner, participants completed a memory test. We first investigated age-related changes in neural recruitment and found linear age-related increases in activation in lateral occipital cortex and fusiform gyrus, which are involved in visual processing of objects and faces, respectively.
Furthermore, greater activation in these visual processing regions was associated with better subsequent memory for pairs over and above the effect of age and of hippocampal and pFC activation on performance.
Recruitment of these visual processing regions mediated the association between age and memory performance, over and above the effects of hippocampal activation. Taken together, these findings extend the existing literature to suggest that greater recruitment of category-preferential visual processing regions during encoding of associative memories is a neural mechanism explaining improved memory across development.
Memory Studies. Socioeconomic disparities in academic achievement: A multi-modal investigation of neural mechanisms in children and adolescents more. However, the particular However, the particular aspects of SES that impact neural structure and function are not well understood. Here, we investigate associations of childhood SES and a potential mechanism—degree of cognitive stimulation in the home environment—with cortical structure, white matter microstructure, and neural function during a working memory WM task across development.
Analyses included 53 youths age 6—19 years. Higher SES as reflected in the income-to-needs ratio was associated with higher parent-reported achievement, WM performance, and cognitive stimulation in the home environment.
Although SES was not significantly associated with cortical thickness, children raised in more cognitively stimulating environments had thicker cortex in the frontoparietal network and cognitive stimulation mediated the assocation between SES and cortical thickness in the frontoparietal network. Higher family SES was associated with white matter microstructure and neural activation in the frontoparietal network during a WM task, including greater fractional anisotropy FA in the right and left superior longitudinal fasciculi SLF , and greater BOLD activation in multiple regions of the prefrontal cortex during WM encoding and maintenance.
Greater FA and activation in these regions was associated higher parent-reported achievement. These findings highlight potential neural, cognitive, and environmental mechanisms linking SES with academic achievement and suggest that enhancing cognitive stimulation in the home environment might be one effective strategy for reducing SES-related disparities in academic outcomes. Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity more.
STEM Education. Infant brain responses to felt and observed touch of hands and feet: an MEG study more. In two experiments with 7-month- old infants, we employed advances in infant In two experiments with 7-month- old infants, we employed advances in infant magnetoencephalography MEG brain imaging to address novel questions concerning body representations in early development.
Results showed significant activation in early visual regions and also in regions thought to be involved in multisensory body and self—other processing.
These findings shed light on aspects of early social cognition, including action imitation, which may build, at least in part, on infant neural representations that map equivalences between the bodies of self and other. Salience network response to changes in emotional expressions of others is heightened during early adolescence: relevance for social functioning more.
Adolescence is a unique developmental period when the salience of social and emotional information becomes particularly pronounced. Although this increased sensitivity to social and emotional information has frequently been considered Although this increased sensitivity to social and emotional information has frequently been considered with respect to risk behaviors and psychopathology, evidence suggests that increased adolescent sen. Re-examination of Oostenbroek et al.
The meaning, mechanism, and function of imitation in early infancy have been actively discussed since Meltzoff and Moore's report of facial and manual imitation by human neonates. Oostenbroek et al.
Such claims, if true, would have implications for theories of social-cognitive development. Here we identify 11 flaws in Oostenbroek et al. We requested and obtained the authors' raw data. Contrary to the authors' conclusions, new analyses reveal significant tongue-protrusion imitation at all four ages tested 1, 3, 6, and 9 weeks old. We explain how the authors missed this pattern and offer five recommendations for designing future experiments. Infant imitation raises fundamental issues about action representation, social learning, and brain—be-havior relations.
The debate about the origins and development of imitation reflects its importance to theories of developmental science. Objectives: Social categories shape children's lives in subtle and powerful ways. Although research has assessed children's knowledge of social groups, most prominently race and gender, few studies have examined children's understanding Although research has assessed children's knowledge of social groups, most prominently race and gender, few studies have examined children's understanding of their own multiple social identities and how they intersect.
This paper explores how children evaluate the importance and meaning of their racial and gender identities, and variation in these evaluations based on the child's own age, gender, and race. Data were gathered in schools via 1-on-1 semistructured interviews.
Analyses focused on specific measures of the importance and meaning of racial and gender identity for children. Conclusion: The findings extend research on young children's social identity development and the role of culture and context in children's emerging racial and gender identities. Implications for identity theory and development and intergroup relations are discussed.
Using somatosensory mismatch responses as a window into somatotopic processing of tactile stimulation more. Brain responses to tactile stimulation have often been studied through the examination of ERPs elicited to touch on the body surface. Here, we examined two factors potentially modulating the amplitude of the somatosensory mismatch Here, we examined two factors potentially modulating the amplitude of the somatosensory mismatch negativity sMMN and P responses elicited by touch to pairs of body parts: a the distance between the representation of these body parts in somatosensory cortex, and b the physical distances between the stimulated points on the body surface.
The sMMN and the P response were elicited by tactile stimulation in two oddball protocols. One protocol leveraged a discontinuity in cortical somatotopic organization, and involved stimulation of either the neck or the hand in relation to stimulation of the lip. The other protocol involved stimulation to the third or fifth finger in relation to the second finger. The neck-lip pairing resulted in significantly larger sMMN responses with shorter latencies than the hand-lip pairing, whereas the reverse was true for the amplitude of the P Mean sMMN amplitude and latency did not differ between finger pairings.
However, larger P responses were elicited to stimulation of the fifth finger than the third finger. These results suggest that, for certain combinations of body parts, early automatic somatosensory mismatch responses may be influenced by distance between the cortical representations of these body parts, whereas the later P response may be more influenced by the distance between stimulated body parts on the body surface.
Future investigations can shed more light on this novel suggestion. How societal prejudices seep into the minds of our children more. Children's imitation of adults plays a prominent role in human cognitive development. However , few studies have investigated how children represent the complex structure of observed actions which underlies their imitation.
We integrate We integrate theories of action segmentation, memory, and imitation to investigate whether children's event representation is organized according to veridical serial order or a higher level goal structure. Children were randomly assigned to learn novel event sequences either through interactive hands-on experience Study 1 or via storybook Study 2. Results demonstrate that children's representation of observed actions is organized according to higher level goals, even at the cost of representing the veridical temporal ordering of the sequence.
We argue that prioritizing goal structure enhances event memory, and that this mental organization is a key mechanism of social-cognitive development in real-world, dynamic environments. It supports cultural learning and imitation in ecologically valid settings when social agents are multitasking and not demonstrating one isolated goal at a time. The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children's prosocial skills.
Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds' sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment.
At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks.
We draw a conceptual distinction between two types of prosocial behavior: resource allocation an other-directed individual behavior and cooperation a goal-directed collaborative endeavor. Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.
Learning to make things happen: Infants' observational learning of social and physical causal events more. Infants learn about cause and effect through hands-on experience; however, they also can learn about causality simply from observation. Such observational causal learning is a central mechanism by which infants learn from and about other Such observational causal learning is a central mechanism by which infants learn from and about other people. Across three experiments, we tested infants' observational causal learning of both social and physical causal events.
Experiment 1 assessed infants' learning of a physical event in the absence of visible spatial contact between the causes and effects. Using new tools to measure implicit stereotypes, we found that children absorb pervasive societal stereotypes at surprisingly young ages. Children also generalized such biases toward others who looked like the target. We conclude that generalized social group biases can spread to children based on their observations of how adults treat others.
It is thrilling to be a developmental psychologist in the 21st century. Modern techniques allow us to investigate longstanding questions about the development of the social mind. And our subjects never disappoint.
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