Natural Behavior
- 1st Edition, Volume 66 - August 1, 2024
- Imprint: Academic Press
- Editors: Jeffrey J. Lockman, Jeffrey J. Lockman, Chen Yu
- Language: English
- Hardback ISBN:9 7 8 - 0 - 4 4 3 - 2 9 4 1 6 - 7
- eBook ISBN:9 7 8 - 0 - 4 4 3 - 2 9 4 1 7 - 4
Natural Behavior, Volume 66 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of author… Read more
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Request a sales quoteNatural Behavior, Volume 66 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors.
There is a long history of studying natural behavior in science. In 1872, Charles Darwin documented his observations on the development of his children in words, which was published in an article titled “A Biographical Sketch of an Infant.” Traditionally, observational studies like this had been viewed as insightful but also criticized as not objective and quantitative. More recently, building on advanced computation, the contemporary approaches to studying natural behavior in the real world delivered quantitative results. New sensing and wearable technologies allow researchers to collect high-density data in everyday contexts. With technological advances, we can scale up and obtain quantitative results from real-world data. This volume contains a collection of papers on studying natural behavior of child development. Those papers aim at understanding and predicting behavior and cognition as it occurs within complex real-world situations. Compared with findings from laboratories, the results derived from natural behavior are remarkably reliable, which provides an answer to the reproducibility crisis in science. Moreover, the findings based on natural behavior can be directly applied to the real world, especially in the health and education domains.
There is a long history of studying natural behavior in science. In 1872, Charles Darwin documented his observations on the development of his children in words, which was published in an article titled “A Biographical Sketch of an Infant.” Traditionally, observational studies like this had been viewed as insightful but also criticized as not objective and quantitative. More recently, building on advanced computation, the contemporary approaches to studying natural behavior in the real world delivered quantitative results. New sensing and wearable technologies allow researchers to collect high-density data in everyday contexts. With technological advances, we can scale up and obtain quantitative results from real-world data. This volume contains a collection of papers on studying natural behavior of child development. Those papers aim at understanding and predicting behavior and cognition as it occurs within complex real-world situations. Compared with findings from laboratories, the results derived from natural behavior are remarkably reliable, which provides an answer to the reproducibility crisis in science. Moreover, the findings based on natural behavior can be directly applied to the real world, especially in the health and education domains.
- Latest research on understanding development based on children’s natural behavior, rather than behavior based on short-term visits in laboratory settings
- New methods for studying and analyzing children’s natural behavior across short and extended time scales
- Cross-cutting research across different domains (e.g., language, cognition, interpersonal coordination), linked by a focus on natural behavior
Developmental scientists, child development researchers, graduate students in developmental science or child development/psychology, social policy professionals, education researchers, early childhood professionals
- Cover image
- Title page
- Table of Contents
- Series Page
- Copyright
- Contributors
- Preface
- Chapter One: Natural behavior in everyday settings
- Abstract
- 1 Approaches to the study of infant behavior
- 2 Natural behavior: unique insights
- 3 Everyday settings: environmental regularities
- 4 Closing remarks
- References
- Chapter Two: Daylong egocentric recordings in small- and large-scale language communities: A practical introduction
- Abstract
- 1 Introduction
- 2 Using existing data
- 3 Building new corpora
- 4 The promise (and shortfalls) of automated solutions
- 5 Exciting future directions
- 6 Conclusion
- Acknowledgments
- References
- Chapter Three: Word learning is hands-on: Insights from studying natural behavior
- Abstract
- 1 Introduction
- 2 The experimental history of word learning research
- 3 Word learning in free-flowing interactions
- 4 The real input of early language learning
- 5 Why do hands matter so much
- 6 Why study natural behavior
- 7 Conclusion
- Acknowledgments
- References
- Chapter Four: The operationalization of coordinated attention and the relations to language development: A meta-analysis
- Abstract
- 1 Introduction
- 2 Different accounts of coordinated attention
- 3 Measures of child vocabulary
- 4 The present meta-analysis
- 5 Method
- 6 Inclusion criteria
- 7 Exclusion criteria
- 8 Coding the studies
- 9 Results
- 10 Longitudinal relationships
- 11 Publication bias
- 12 Discussion
- Acknowledgments
- References
- Further reading
- Chapter Five: Putting the child in the driver’s seat: Insights into language development from children’s interactions in preschool classrooms
- Abstract
- 1 Observations of language interaction in the home
- 2 Insights into the home environment from automated measurement
- 3 Venturing outside the home
- 4 Preschool language experiences
- 5 Future directions
- 6 Conclusions
- Acknowledgments
- References
- Chapter Six: How teachers make connections among ideas in mathematics instruction
- Abstract
- 1 Dimensions of variation in teachers’ linking behaviors
- 2 Supporting teachers in linking ideas in instruction
- 3 Experimental tests of the impact of linking on student learning
- 4 Questions for future research
- 5 Conclusions
- References
- Chapter Seven: Designing museum exhibits to support the development of scientific thinking in informal learning environments: A university-museum-community partnership
- Abstract
- 1 Designing STEM exhibits to support scientific thinking
- 2 Exhibit modification research and design
- 3 Plans for product development and refinement
- 4 Supporting inclusivity and diversity in early STEM learning
- 5 Outreach
- Acknowledgments
- References
- Further reading
- Chapter Eight: Natural-ish behavior: The interplay of culture and context in shaping motor behavior in infancy
- Abstract
- 1 Introduction: motor development in the natural environment of Tajikistan
- 2 Laboratory approach to study motor behavior
- 3 Observation in the field, outside of lab
- 4 Bringing the chaos of the field into the lab
- 5 Natural-ish approach: application to our Tajikistan research
- 6 Conclusions: remaining ish-ues
- Author note
- References
- Chapter Nine: Stop trying to carve Nature at its joints! The importance of a process-based developmental science for understanding neurodiversity
- Abstract
- 1 Fundamentals
- 2 How the approach we take (things vs. processes) affects our understanding of neurodiversity
- 3 A final thought
- Acknowledgements
- References
- Edition: 1
- Volume: 66
- Published: August 1, 2024
- No. of pages (Hardback): 300
- No. of pages (eBook): 300
- Imprint: Academic Press
- Language: English
- Hardback ISBN: 9780443294167
- eBook ISBN: 9780443294174
JL
Jeffrey J. Lockman
Professor Jeffrey J. Lockman got his Ph.D at the University of Minnesota. His research interests center on perception-action and cognitive development. In his recent work, he has been studying the development of tool use in children and how it might be related to the object manipulation skills of infants. Additionally, he has been conducting work on spatial cognition in children, focusing on how children code the location of objects and object features.
Affiliations and expertise
Department of Human Development and Family Sciences, University of Texas, Austin, TX, USAJL
Jeffrey J. Lockman
Professor Jeffrey J. Lockman got his Ph.D at the University of Minnesota. His research interests center on perception-action and cognitive development. In his recent work, he has been studying the development of tool use in children and how it might be related to the object manipulation skills of infants. Additionally, he has been conducting work on spatial cognition in children, focusing on how children code the location of objects and object features.
Affiliations and expertise
Department of Human Development and Family Sciences, University of Texas, Austin, TX, USACY
Chen Yu
Chen Yu is the Charles and Sarah Seay Regents Professor of the Department of Psychology, Central of Perceptual Systems, and Institute of Neural Science at the University of Texas at Austin. He is a fellow of the Cognitive Science Society and the Association of Psychological Science. He received the Robert L. Fantz Memorial Award from the American Psychological Foundation, the David Marr Prize from the Cognitive Science Society, and the ICIS Early Distinguished Contribution Award. He has published over 200 articles with several best paper awards from IEEE ICDL, Cognitive Science, and CVPR.
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