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The relation of affect to attention and learning in infancy
S A Rose1, L R Futterweit, J J Jankowski
1Department of Pediatrics, Kennedy Center, Albert Einstein College of Medicine, Bronx, NY 10461, USA. srose@aecom.yu.edu
Child Development
|June 16, 1999
Summary
Positive affect in infants correlated with longer attention spans but slower learning. Neutral affect was linked to shorter attention and faster learning, suggesting mood impacts cognitive processing speed.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Infant Behavior
Background:
- Positive affect is linked to less analytical processing in adults.
- Infant attention, measured by longest look duration, predicts cognitive performance.
- The relationship between infant affect, attention, and learning speed is not well understood.
Purpose of the Study:
- To investigate the association between positive affect, attention, and learning in infants.
- To explore how affect influences the speed of cognitive processing in early development.
Main Methods:
- Assessed affect (global mood, smiling) and attention (longest look duration) in 5-, 7-, and 9-month-olds (N=84) viewing a photograph.
- Measured learning speed using a familiar face vs. novel faces discrimination task.
- Analyzed the interplay between affect, look duration, and learning outcomes.
Main Results:
- Positive affect was associated with longer infant attention spans and slower learning.
- Neutral affect correlated with shorter attention spans and faster learning.
- Synergistic effects observed: short looks and neutral affect led to faster-than-expected learning.
Conclusions:
- Infant positive affect is linked to longer attention and slower learning, mirroring adult findings.
- Affective state influences the speed of cognitive processing in infants.
- This study provides initial evidence for affect-related processing speed differences in early development.