Catalog
LDR | 08835nam 2200505 4500 | ||
001 | 0100803681▲ | ||
005 | 20240329142057▲ | ||
006 | m o d ▲ | ||
007 | cr#unu||||||||▲ | ||
008 | 240116s2023 us |||||||||||||||c||eng d▲ | ||
020 | ▼a9798379774486▲ | ||
035 | ▼a(MiAaPQ)AAI30314225▲ | ||
040 | ▼aMiAaPQ▼cMiAaPQ▲ | ||
082 | 0 | ▼a136▲ | |
100 | 1 | ▼aKaplan, Brianna.▲ | |
245 | 1 | 0 | ▼aHow Children Learn the Designed Actions of Objects▼h[electronic resource]▲ |
260 | ▼a[S.l.]: ▼bNew York University. ▼c2023▲ | ||
260 | 1 | ▼aAnn Arbor : ▼bProQuest Dissertations & Theses, ▼c2023▲ | |
300 | ▼a1 online resource(116 p.)▲ | ||
500 | ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.▲ | ||
500 | ▼aAdvisor: Adolph, Karen.▲ | ||
502 | 1 | ▼aThesis (Ph.D.)--New York University, 2023.▲ | |
506 | ▼aThis item must not be sold to any third party vendors.▲ | ||
520 | ▼aActivities of daily living-dressing, grooming, eating, toileting, getting around-require people to use common artifacts in the ways their designers intended: zipping a jacket, brushing teeth, opening a water bottle, and so on. However, the affordances of many everyday objects are hidden such that the designed action is not obvious. For adults, zipping a jacket and twisting a water bottle lid are second nature. But from visual information alone, the required zipping and twisting actions are not readily apparent: Users must hold the zipper tab with one hand and the edge of the coat with the other to apply opposing forces parallel to the zipper teeth; they must stabilize the bottle with one hand while using the other to twist the lid. Moreover, some designed actions are arbitrary; the standard "lefty-loosey, righty-tighty" rule is dictated by convention, not physics.Despite widespread recognition of the importance of using everyday artifacts for activities of daily among clinicians, educators, and caregivers, occupational therapy and teaching are based on intuition and anecdotal artistry, and assessment instruments provide only broad age bands for global categories of artifact use. We sought to bring the tools of behavioral and developmental science to the problem of using objects as their designers intended.Previous work from our lab revealed a developmental progression in children's learning of the designed actions of twist-off and pull-off container lids--from non-designed exploratory actions (e.g., banging bottle), to the basics of the designed action (twisting back and forth), to successful implementation (opening lid). Discovering the designed action and successful implementation do not occur concurrently because each object has specific perceptual-motor requirements that children must learn (and be motorically able) to do. The three studies in my dissertation tested perceptual-motor and social factors that influence children's discovery and implementation of the designed actions of a range of artifacts. (1) "Children's use of everyday artifacts: Learning the hidden affordance of zipping" Is the progression from exploration to discovery to implementation specific to container lids or does it generalize to other common artifacts? We tested the generalizability of the developmental progression with a zipper pouch and micro-analyzed the perceptual-motor requirements for implementing the designed zipping action. We encouraged 12- to 60-month-old children (N = 44) to unzip a vinyl pouch during a single 60-s trial. Unzipping requires precise role-differentiated bimanual actions: One hand must stabilize the pouch while the other hand applies a pulling force on the tab opposite to the other hand and parallel to the direction of the teeth. Moreover, kinematic data from six adults showed that the tolerance limits for applying the forces are relatively narrow (pulling the tab within 63° of the zipper teeth while stabilizing the pouch within 4 cm of the slider). Children indeed showed the expected age-related progression for the unzipping action. The youngest children explored the jiggling tab, but did not display the designed pulling action; children at intermediate ages pulled the tab but applied forces outside the tolerance limits (pulled in the wrong direction, failed to stabilize the pouch in the correct location), and the oldest children successfully implemented the designed action. However, even the oldest children needed several attempts to unzip the pouch because each new zipper that people encounter has different tolerance limits and entails slightly different demands, requiring flexible adaptation in the moment. (2) "The process of learning the designed actions of toys" Does the developmental progression identified for learning the hidden affordances of adult artifacts (e.g., bottles, zippers) hold for objects expressly designed for children? Many children's toys require designed actions (e.g., interlocking Lego or Duplo bricks). But because such toys are designed for children, the process may not involve a protracted period between discovery and implementation. In comparison to Lego bricks, for example, Duplos are expressly designed and age-rated for toddlers' small hands and limited manual skills. We also examined whether children's moment-to-moment behaviors with Duplo bricks inform on the general processes involved in discovery and implementation of hidden affordances. We encouraged 12- to 60-month-old children (N = 91) and a comparison sample of 20 adults to interlock six Duplo bricks. As with adult artifacts, with age children progressed from non-designed exploratory actions, to failed attempts to interlock, to successful implementation, suggesting that the three-step developmental progression broadly applies to learning hidden affordances, regardless of object type. Micro-analyses of the learning process (the type and timing of children's non-designed actions and attempts to interlock) revealed that the degree of lag between steps of the progression depends on the transparency of the required actions, the availability of perceptual feedback, and the difficulty of the perceptual-motor requirements. (3) "How mothers help children learn to use everyday objects" What is the role of social information in children's learning of designed actions? Caregivers are cultural experts who can provide social information to help children overcome the difficulties of discovering and implementing designed actions. Surely, children can learn about the designed actions of artifacts from adult participation in their activities of daily living. Indeed, caregivers initially open bottles for children and zip up their jackets. But often caregivers' goal is to get children fed and out the door, rather than to explicitly teach children to manage the activities independently. To examine caregivers' natural input for teaching children designed actions, we asked 74 mothers to teach their 12- to 36-month-old children to open containers with twist-off or pull-off lids. We assessed (A) the type of information mothers provide (where to look, where to act, what action to do, how to implement it, and general attention and encouragement to keep trying), (B) modality of the information (manual and verbal), and (C) how mothers' input aligns with children's actions across developmental and in real time. The information in mothers' manual and verbal input aligned with the developmental progression and with children's actions in the moment, pointing to the important role of social information in helping children learn to use objects for activities of daily living. However, mothers sometimes "over-helped"-they implemented the actions for children instead of teaching children how to do it for themselves. Helping children with implementation is especially difficult for caregivers because the details of the action are hard for the child to see (mothers' hands often occlude the critical action) and child-appropriate language (e.g., "twist it!" vs. "use your fingers to twist it continuously to the left") is often insufficient to instruct children what to do.▲ | ||
590 | ▼aSchool code: 0146.▲ | ||
650 | 4 | ▼aDevelopmental psychology.▲ | |
650 | 4 | ▼aClinical psychology.▲ | |
650 | 4 | ▼aEducational psychology.▲ | |
653 | ▼aDesigned actions▲ | ||
653 | ▼aVisual information▲ | ||
653 | ▼aZipper tab▲ | ||
653 | ▼aUnzipping action▲ | ||
653 | ▼aLearning process▲ | ||
690 | ▼a0620▲ | ||
690 | ▼a0622▲ | ||
690 | ▼a0525▲ | ||
710 | 2 | 0 | ▼aNew York University.▼bPsychology.▲ |
773 | 0 | ▼tDissertations Abstracts International▼g85-01A.▲ | |
773 | ▼tDissertation Abstract International▲ | ||
790 | ▼a0146▲ | ||
791 | ▼aPh.D.▲ | ||
792 | ▼a2023▲ | ||
793 | ▼aEnglish▲ | ||
856 | 4 | 0 | ▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16931556▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.▲ |
How Children Learn the Designed Actions of Objects[electronic resource]
Document Type
국외eBook
Title
How Children Learn the Designed Actions of Objects [electronic resource]
Author
Corporate Name
Publication
[S.l.] : New York University. 2023 Ann Arbor : ProQuest Dissertations & Theses , 2023
Physical Description
1 online resource(116 p.)
General Note
Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Advisor: Adolph, Karen.
Advisor: Adolph, Karen.
Dissertation Note
Thesis (Ph.D.)--New York University, 2023.
Summary Note
Activities of daily living-dressing, grooming, eating, toileting, getting around-require people to use common artifacts in the ways their designers intended: zipping a jacket, brushing teeth, opening a water bottle, and so on. However, the affordances of many everyday objects are hidden such that the designed action is not obvious. For adults, zipping a jacket and twisting a water bottle lid are second nature. But from visual information alone, the required zipping and twisting actions are not readily apparent: Users must hold the zipper tab with one hand and the edge of the coat with the other to apply opposing forces parallel to the zipper teeth; they must stabilize the bottle with one hand while using the other to twist the lid. Moreover, some designed actions are arbitrary; the standard "lefty-loosey, righty-tighty" rule is dictated by convention, not physics.Despite widespread recognition of the importance of using everyday artifacts for activities of daily among clinicians, educators, and caregivers, occupational therapy and teaching are based on intuition and anecdotal artistry, and assessment instruments provide only broad age bands for global categories of artifact use. We sought to bring the tools of behavioral and developmental science to the problem of using objects as their designers intended.Previous work from our lab revealed a developmental progression in children's learning of the designed actions of twist-off and pull-off container lids--from non-designed exploratory actions (e.g., banging bottle), to the basics of the designed action (twisting back and forth), to successful implementation (opening lid). Discovering the designed action and successful implementation do not occur concurrently because each object has specific perceptual-motor requirements that children must learn (and be motorically able) to do. The three studies in my dissertation tested perceptual-motor and social factors that influence children's discovery and implementation of the designed actions of a range of artifacts. (1) "Children's use of everyday artifacts: Learning the hidden affordance of zipping" Is the progression from exploration to discovery to implementation specific to container lids or does it generalize to other common artifacts? We tested the generalizability of the developmental progression with a zipper pouch and micro-analyzed the perceptual-motor requirements for implementing the designed zipping action. We encouraged 12- to 60-month-old children (N = 44) to unzip a vinyl pouch during a single 60-s trial. Unzipping requires precise role-differentiated bimanual actions: One hand must stabilize the pouch while the other hand applies a pulling force on the tab opposite to the other hand and parallel to the direction of the teeth. Moreover, kinematic data from six adults showed that the tolerance limits for applying the forces are relatively narrow (pulling the tab within 63° of the zipper teeth while stabilizing the pouch within 4 cm of the slider). Children indeed showed the expected age-related progression for the unzipping action. The youngest children explored the jiggling tab, but did not display the designed pulling action; children at intermediate ages pulled the tab but applied forces outside the tolerance limits (pulled in the wrong direction, failed to stabilize the pouch in the correct location), and the oldest children successfully implemented the designed action. However, even the oldest children needed several attempts to unzip the pouch because each new zipper that people encounter has different tolerance limits and entails slightly different demands, requiring flexible adaptation in the moment. (2) "The process of learning the designed actions of toys" Does the developmental progression identified for learning the hidden affordances of adult artifacts (e.g., bottles, zippers) hold for objects expressly designed for children? Many children's toys require designed actions (e.g., interlocking Lego or Duplo bricks). But because such toys are designed for children, the process may not involve a protracted period between discovery and implementation. In comparison to Lego bricks, for example, Duplos are expressly designed and age-rated for toddlers' small hands and limited manual skills. We also examined whether children's moment-to-moment behaviors with Duplo bricks inform on the general processes involved in discovery and implementation of hidden affordances. We encouraged 12- to 60-month-old children (N = 91) and a comparison sample of 20 adults to interlock six Duplo bricks. As with adult artifacts, with age children progressed from non-designed exploratory actions, to failed attempts to interlock, to successful implementation, suggesting that the three-step developmental progression broadly applies to learning hidden affordances, regardless of object type. Micro-analyses of the learning process (the type and timing of children's non-designed actions and attempts to interlock) revealed that the degree of lag between steps of the progression depends on the transparency of the required actions, the availability of perceptual feedback, and the difficulty of the perceptual-motor requirements. (3) "How mothers help children learn to use everyday objects" What is the role of social information in children's learning of designed actions? Caregivers are cultural experts who can provide social information to help children overcome the difficulties of discovering and implementing designed actions. Surely, children can learn about the designed actions of artifacts from adult participation in their activities of daily living. Indeed, caregivers initially open bottles for children and zip up their jackets. But often caregivers' goal is to get children fed and out the door, rather than to explicitly teach children to manage the activities independently. To examine caregivers' natural input for teaching children designed actions, we asked 74 mothers to teach their 12- to 36-month-old children to open containers with twist-off or pull-off lids. We assessed (A) the type of information mothers provide (where to look, where to act, what action to do, how to implement it, and general attention and encouragement to keep trying), (B) modality of the information (manual and verbal), and (C) how mothers' input aligns with children's actions across developmental and in real time. The information in mothers' manual and verbal input aligned with the developmental progression and with children's actions in the moment, pointing to the important role of social information in helping children learn to use objects for activities of daily living. However, mothers sometimes "over-helped"-they implemented the actions for children instead of teaching children how to do it for themselves. Helping children with implementation is especially difficult for caregivers because the details of the action are hard for the child to see (mothers' hands often occlude the critical action) and child-appropriate language (e.g., "twist it!" vs. "use your fingers to twist it continuously to the left") is often insufficient to instruct children what to do.
Subject
ISBN
9798379774486
Related information
Booktalk
Please feel free to read the book
and write your impressions.
글쓰기
and write your impressions.
Call Sign Browsing
Related Popular Books