Grounding Word Learning in Space

Humans and objects, and thus social interactions about objects, exist within space. Words direct listeners' attention to specific regions of space. Thus, a strong correspondence exists between where one looks, one's bodily orientation, and what one sees. This leads to further correspondence with what one remembers. Here, we present data suggesting that children use associations between space and objects and space and words to link words and objects—space binds labels to their referents. We tested this claim in four experiments, showing that the spatial consistency of where objects are presented affects children's word learning. Next, we demonstrate that a process model that grounds word learning in the known neural dynamics of spatial attention, spatial memory, and associative learning can capture the suite of results reported here. This model also predicts that space is special, a prediction supported in a fifth experiment that shows children do not use color as a cue to bind words and objects. In a final experiment, we ask whether spatial consistency affects word learning in naturalistic word learning contexts. Children of parents who spontaneously keep objects in a consistent spatial location during naming interactions learn words more effectively. Together, the model and data show that space is a powerful tool that can effectively ground word learning in social contexts

Development of the SIOPE DIPG network, registry and imaging repository : a collaborative effort to optimize research into a rare and lethal disease

Diffuse intrinsic pontine glioma (DIPG) is a rare and deadly childhood malignancy. After 40 years of mostly single-center, often non-randomized trials with variable patient inclusions, there has been no improvement in survival. It is therefore time for international collaboration in DIPG research, to provide new hope for children, parents and medical professionals fighting DIPG. In a first step towards collaboration, in 2011, a network of biologists and clinicians working in the field of DIPG was established within the European Society for Paediatric Oncology (SIOPE) Brain Tumour Group: the SIOPE DIPG Network. By bringing together biomedical professionals and parents as patient representatives, several collaborative DIPG-related projects have been realized. With help from experts in the fields of information technology, and legal advisors, an international, web-based comprehensive database was developed, The SIOPE DIPG Registry and Imaging Repository, to centrally collect data of DIPG patients. As for April 2016, clinical data as well as MR-scans of 694 patients have been entered into the SIOPE DIPG Registry/Imaging Repository. The median progression free survival is 6.0 months (95% Confidence Interval (CI) 5.6-6.4 months) and the median overall survival is 11.0 months (95% CI 10.5-11.5 months). At two and five years post-diagnosis, 10 and 2% of patients are alive, respectively. The establishment of the SIOPE DIPG Network and SIOPE DIPG Registry means a paradigm shift towards collaborative research into DIPG. This is seen as an essential first step towards understanding the disease, improving care and (ultimately) cure for children with DIPG.Peer reviewe

Methodological considerations for investigating the microdynamics of social interaction development

Infants are biologically prepared to learn complex behaviors by interacting in dynamic, responsive social environments. Although the importance of interactive social experiences has long been recognized, current methods for studying complex multimodal interactions are lagging. This paper outlines a systems approach for characterizing fine-grained temporal dynamics of developing social interaction. We provide best practices for capturing, coding, and analyzing interaction activity on multiple-temporal scales, from fractions of seconds (e.g., gaze shifts), to minutes (e.g., coordinated play episodes), to weeks or months (e.g., developmental change). © 2013 IEEE

Methodological considerations for investigating the microdynamics of social interaction development

Infants are biologically prepared to learn complex behaviors by interacting in dynamic, responsive social environments. Although the importance of interactive social experiences has long been recognized, current methods for studying complex multimodal interactions are lagging. This paper outlines a systems approach for characterizing fine-grained temporal dynamics of developing social interaction. We provide best practices for capturing, coding, and analyzing interaction activity on multiple-temporal scales, from fractions of seconds (e.g., gaze shifts), to minutes (e.g., coordinated play episodes), to weeks or months (e.g., developmental change). © 2013 IEEE

Acquisition of joint attention by olive baboons gesturing toward humans

International audienceJoint attention is a core ability of human social cognition which broadly refers to the coordination of attention with both the presence and activity of social partners. In both human and non-human primates, joint attention can be assessed from behaviour; gestures and gaze alternation between the partner and a distal object are standard behavioural manifestations of joint attention. Here we examined the acquisition of joint attention in olive baboons as a function of their individual experience of a human partner's attentional states during training regimes. Eleven olive baboons (Papio anubis) were observed during their training to perform food-requesting gestures, which occurred either by (1) a human facing them (face condition), or (2) by a human positioned in profile who never turned to them (profile condition). We found neither gestures nor gaze alternation were present at the start of the training but rather developed over the training period. Only baboons in the face condition showed an increase in the number of gaze alternations, and their gaze pattern progressively shifted to a coordinated sequence in which gazes and gestures were coordinated in time. In contrast, baboons trained by a human in profile showed significantly less coordination of gazes with gestures but still learned to request food with their gestures. These results suggest that the partner's social attention plays an important role in the acquisition of visual joint attention and, to a lesser extent, in gesture learning in baboons. Interspecific interactions appear to offer rich opportunities to manipulate and thus identify the social contexts in which socio-communicative skills develop