Faculty Bibliography

Face-to-face interaction between infants and their caregivers is a mainstay of developmental research. However, common laboratory paradigms for studying dyadic interaction oversimplify the act of looking at the partner's face by seating infants and caregivers face to face in stationary positions. In less constrained conditions when both partners are freely mobile, infants and caregivers must move their heads and bodies to look at each other. We hypothesized that face looking and mutual gaze for each member of the dyad would decrease with increased motor costs of looking. To test this hypothesis, 12-month-old crawling and walking infants and their parents wore head-mounted eye trackers to record eye movements of each member of the dyad during locomotor free play in a large toy-filled playroom. Findings revealed that increased motor costs decreased face looking and mutual gaze: Each partner looked less at the other's face when their own posture or the other's posture required more motor effort to gain visual access to the other's face. Caregivers mirrored infants' posture by spending more time down on the ground when infants were prone, perhaps to facilitate face looking. Infants looked more at toys than at their caregiver's face, but caregivers looked at their infant's face and at toys in equal amounts. Furthermore, infants looked less at toys and faces compared to studies that used stationary tasks, suggesting that the attentional demands differ in an unconstrained locomotor task. Taken together, findings indicate that ever-changing motor constraints affect real-life social looking.

We recommend the widespread use of a simple, inexpensive, easy-to-implement, and uniquely powerful tool to improve the transparency and reproducibility of behavioural research - video recordings.

What do infants learn when they learn to sit upright? We tested behavioral flexibility in learning to sit-the ability to adapt posture to changes in the environment-in 6- to 9-month-old infants sitting on forward and backward slopes. Infants began with slant at 0°; then slant increased in 2° increments until infants lost balance. Infants kept balance on impressively steep slopes, especially in the forward direction, despite the unexpected movements of the apparatus. Between slant adjustments while the slope was stationary, infants adapted posture to the direction and degree of slant by leaning backward on forward slopes and forward on backward slopes. Postural adaptations were nearly optimal for backward slopes. Sitting experience predicted greater postural adaptations and increased ability to keep balance on steeper changes of slant, but only for forward slopes. We suggest that behavioral flexibility is integral to learning to sit and increases with sitting experience.

How do infants plan and guide locomotion under challenging conditions? This experiment investigated the real-time process of visual and haptic exploration in 14-month-old infants as they decided whether and how to walk over challenging terrain - a series of bridges varying in width. Infants' direction of gaze was recorded with a head-mounted eye tracker and their haptic exploration and locomotor actions were captured on video. Infants' exploration was an organized, efficient sequence of visual, haptic, and locomotor behaviors. They used visual exploration from a distance as an initial assessment on nearly every bridge. Visual information subsequently prompted gait modifications while approaching narrow bridges and haptic exploration at the edge of the bridge. Results confirm predictions about the sequential, ramping-up process of exploration and the distinct roles of vision and touch. Exploration, however, was not a guarantee of adaptive decisions. With walking experience, exploratory behaviors became increasingly efficient and infants were better able to interpret the resulting perceptual information in terms of whether it was safe to walk.

In many situations, multiple actions are possible to achieve a goal. How do people select a particular action among equally possible alternatives? In six experiments, we determined whether action selection is consistent and biased toward one decision by observing participants' decisions to go over or under a horizontal bar set at varying heights. We assessed the height at which participants transitioned from going over to under the bar within a "gray zone"-the range of bar heights at which going over and under were both possible. In Experiment 1, participants' transition points were consistently located near the upper boundary of the gray zone, indicating a bias to go over rather than under the bar. Moreover, transitional behaviors were clustered tightly into a small region, indicating that decisions were highly consistent. Subsequent experiments examined potential influences on action selection. In Experiment 2, participants wore ankle weights to increase the cost of going over the bar. In Experiment 3, they were tested on a padded surface that made crawling under the bar more comfortable. In Experiment 4, we introduced a secondary task that required participants to crawl immediately after navigating the bar. None of these manipulations altered participants' decisions relative to Experiment 1. In Experiment 5, participants started in a crawling position, which led to significantly lower transition points. In Experiment 6, we tested 5- to 6-year-old children as in Experiment 1 to determine the effects of social pressure on action selection. Children displayed lower transition points, larger transition regions, and reduced ability to go over the bar compared to adults. Across experiments, results indicate that adults have a strong and robust bias for upright locomotion.

This article reviews research on the development of motor behavior from a developmental systems perspective. We focus on infancy when basic action systems are acquired. Posture provides a stable base for locomotion, manual actions, and facial actions. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of experience with all of their basic action systems. At every point in development, perception guides motor behavior by providing feedback about the results of just prior movements and information about what to do next. Reciprocally, the development of motor behavior provides fodder for perception. More generally, motor development brings about new opportunities for acquiring knowledge about the world, and burgeoning motor skills can instigate cascades of developmental changes in perceptual, cognitive, and social domains. WIREs Cogn Sci 2017, 8:e1430. doi: 10.1002/wcs.1430 For further resources related to this article, please visit the WIREs website.