ABSTRACT

The research program described here is based on an approach to doing developmental research that has at its foundation principles of Ecological Psychology set forth by James Gibson and which has its beginnings in the mentorship provided by Eleanor Gibson. The research summarized covers decades of laboratory studies with infants and young children with a focus on three topics: (a) perceiving and responding to an affordance of nontraversability, (b) perceiving affordances provided by covers used in object permanence research and perceiving hidden affordances, and (c) picking up metamodal information in speech-gesture synchrony for word learning in typically as well as atypically developing children. Findings from this research show the importance of attending to the information-specifying aspects of the environment as well as the nature of the action studied when designing developmental research. It is hoped that this research review will provide insights for Ecological Psychology that come from understanding the beginnings of organism-environment relationships and how these relationships vary and change for different individuals and across the life span.

摘要

这里描述的研究计划基于一种进行研究的方法，该方法具有詹姆斯·吉布森（James Gibson）提出的生态心理学的基本原理，并且始于埃莉诺·吉布森（Eleanor Gibson）提供的指导。这项研究总结了数十年来针对婴幼儿的实验室研究，重点是三个主题：（a）感知和应对不可穿越性的承受能力，（b）感知对象永久性研究中使用的掩护所提供的承受能力并感知隐藏的承受能力， （c）以语音-手势同步的方式获取元态信息，以便在典型的以及非典型发育中的儿童中进行单词学习。这项研究的结果表明，在设计发展性研究时，必须注意环境的信息规定方面以及所采取行动的性质。希望这项研究综述能够为生态心理学提供一些见识，这些见解是通过了解生物与环境之间关系的起点以及这些关系如何针对不同的个人以及整个生命周期而变化和变化而得出的。