婴儿如何学习 (走路):过渡是实践的基本组成部分
Orit Herzberg1, Catherine S Tamis-LeMonda1, Margaret Shilling1
1Department of Psychology, New York University.
Developmental psychology
|February 9, 2026
概括
婴儿在日常活动中产生成千上万的姿势过渡,这对于发展行走等运动技能至关重要. 这种练习涉及频繁,短暂的运动和适应各种环境.
科学领域:
- 发展心理学 发展心理学
- 获得运动技能 获得运动技能
- 婴儿行为婴儿行为
背景情况:
- 传统上,通过专注于目标行为来研究运动技能的获得,例如学习走路.
- 对技能发展的全面理解需要检查不仅仅是最终的运动输出之外的练习方案.
- 婴儿的自然实践包括进入任务空间,产生/暂停行为,并适应不同的环境.
研究的目的:
- 扩大运动技能学习实践的定义,包括自我生成的姿势过渡.
- 量化婴儿自发日常活动中这些过渡的频率和性质.
- 研究这些转变如何促进运动技能的发展.
主要方法:
- 在2小时的自发家庭活动中观察婴儿 (13岁,18岁和23个月) .
- 记录和分析时刻,自我生成的姿势之间的过渡 (例如,非直立到直立).
- 量化过渡次数,活动持续时间和重新访问的环境.
主要成果:
- 婴儿每小时产生大量的过渡 (M = 642,范围 = 153-1,179).
- 观察到经常但短暂的步行,站立,坐着和爬行 (例如,M = 206.2 步行/小时).
- 婴儿反复在不同的表面和位置上导航,不管家庭环境的复杂性如何.
结论:
- 姿势过渡代表了运动技能发展中的重要形式的练习和变化.
- 这些转变有助于适应不断变化的姿势,任务和环境特征.
- 这项研究强调了多样化的运动体验对于婴儿技能获取的重要性.
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