title: Teach to reach: the effects of active vs. passive reaching experiences on action and perception.
abstract: Reaching is an important and early emerging motor skill that allows infants to interact with the physical and social world. However, few studies have considered how reaching experiences shape infants' own motor development and their perception of actions performed by others. In the current study, two groups of infants received daily parent guided play sessions over a 2-weeks training period. Using "Sticky Mittens", one group was enabled to independently pick up objects whereas the other group only passively observed their parent's actions on objects. Following training, infants' manual and visual exploration of objects, agents, and actions in a live and a televised context were assessed. Our results showed that only infants who experienced independent object apprehension advanced in their reaching behavior, and showed changes in their visual exploration of agents and objects in a live setting. Passive observation was not sufficient to change infants' behavior. To our surprise, the effects of the training did not seem to generalize to a televised observation context. Together, our results suggest that early motor training can jump-start infants' transition into reaching and inform their perception of others' actions.
authors.affiliation: Psychology & Neuroscience, Duke University, Durham, NC 27708, USA. Klaus.libertus@duke.edu
authors.forename: Klaus
authors.initials: K
authors.lastname: Libertus
authors.forename: Amy
authors.initials: A
authors.lastname: Needham
mesh_terms: D002657:Child Development; D005106:Exploratory Behavior; D006801:Humans; D007223:Infant; D018730:Infant Behavior / Q000502:physiology*; D009048:Motor Skills / Q000502:physiology*; D013663:Teaching / Q000379:methods; D014796:Visual Perception / Q000502:physiology*