Religación. Revista de Ciencias Sociales y Humanidades
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Evaulation of Responding to Relationships
No full textThis evaluation is funded by the Administration for Children and Families (Grant Number: 90ZB0029). The evaluation will compare two versions of the Center for Relationship Education's relationship education program for first responders and military personnel, their “REAL Essentials Respond” curriculum. One version of the curriculum includes workshops as well as virtual practice prompts that encourage couples to engage in positive activities and use the skills they are learning in workshops. The other version of the curriculum uses the same in-person workshops without the practice prompts. The program anticipates enrolling 800 couples into the evaluation. Couples will complete baseline (i.e., pre) surveys of primary outcomes, as well as follow-up surveys at 6 and 12-months after enrollment
Disentangling the influence of visual and physical cues of interpersonal sharedness on infants’ object encoding in an observed triadic interaction context
No full textDecades of research have highlighted the important role of joint attention in early cultural learning. However, most previous studies focused on a limited range of joint attention settings involving the learner’s first-person participation in joint visual attention, characterized by eye contact and triadic gaze following. This has created an incomplete picture, tending to neglect the diversity in which infants experience social connectedness in their daily lives. To deepen our understanding of the multifaceted nature of joint attention, this study investigated infants’ object memory in previously unexplored joint attention contexts, including physical cues of togetherness within observed interactions. Nine- and 18-month-old [country blinded for review] infants participated in an object encoding task featuring videos of two people looking at an object. The videos varied in the presence and combination of mutual eye contact and mutual touch in physical proximity. After each video, the familiarized object reappeared next to a novel object. Infants’ looking time preference for the novel object was used as a measure of their prior encoding of the familiarized object. Eighteen-month-olds demonstrated superior encoding in all conditions involving interpersonal connectedness, expressed through eye contact, proximal touch, or a combination of both. In contrast, 9-month-olds’ object encoding was only enhanced in the presence of eye contact, regardless of proximal touch. These findings demonstrate a developmental refinement from a primary reliance on visual cues to a more comprehensive understanding of third-party jointness incorporating a broader range of cues. Joint attention is a highly flexible social learning mechanism, capable of operating in diverse social environments
Open Science for Arts Design and Music - OS-ADM (2022-2024)
No full textOpen by default. A project to support full implementation of open access in the fields of arts, design and musi
The processing and production of non-canonical structures in Mandarin-speaking children with Developmental Language Disorder
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HEAT-ALARM
No full textPlacing humans at the center of studies and early-warning systems associated with the heat-health nexus