In response to Anastasi's (1958) long-standing challenge, the authors propose an empirically testable theoretical model that (a) goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism-environment interaction, called proximal processes, through which genotypes are transformed into phenotypes; (b) hypothesizes that estimates of heritability (e.g., h2) increase markedly with the magnitude of proximal processes; (c) demonstrates that heritability measures the proportion of variation in individual differences attributable only to actualized genetic potential, with the degree of nonactualized potential remaining unknown; (d) proposes that, by enhancing proximal processes and environments, it is possible to increase the extent of actualized genetic potentials for developmental competence.

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Nature-nuture reconceptualized in developmental perspective: A bioecological model.

At around 1 year of age, human infants display a number of new behaviors that seem to indicate a newly emerging understanding of other persons as intentional beings whose attention to outside objects may be shared, followed into, and directed in various ways. These behaviors have mostly been studied separately. In the current study, we investigated the most important of these behaviors together as they emerged in a single group of 24 infants between 9 and 15 months of age. At each of seven monthly visits, we measured joint attentional engagement, gaze and point following, imitation of two different kinds of actions on objects, imperative and declarative gestures, and comprehension and production of language. We also measured several nonsocial-cognitive skills as a point of comparison. We report two studies. The focus of the first study was the initial emergence of infants' social-cognitive skills and how these skills are related to one another developmentally. We found a reliable pattern of emergence: Infants progressed from sharing to following to directing others' attention and behavior. The nonsocial skills did not emerge predictably in this developmental sequence. Furthermore, correlational analyses showed that the ages of emergence of all pairs of the social-cognitive skills or their components were inter-related. The focus of the second study was the social interaction of infants and their mothers, especially with regard to their skills of joint attentional engagement (including mothers' use of language to follow into or direct infants' attention) and how these skills related to infants' early communicative competence. Our measures of communicative competence included not only language production, as in previous studies, but also language comprehension and gesture production. It was found that two measures--the amount of time infants spent in joint engagement with their mothers and the degree to which mothers used language that followed into their infant's focus of attention--predicted infants' earliest skills of gestural and linguistic communication. Results of the two studies are discussed in terms of their implications for theories of social-cognitive development, for theories of language development, and for theories of the process by means of which human children become fully participating members of the cultural activities and processes into which they are born.

Social Cognition, joint attention and communicative Competence from 9 to 15 months of age

The eyes have it: the neuroethology, function and evolution of social gaze

How social contexts support and shape language development

Virtual environments, such as online games and web-based chat rooms, increasingly allow us to alter our digital self-representations dramatically and easily. But as we change our self-representations, do our self-representations change our behavior in turn? In 2 experimental studies, we explore the hypothesis that an individual’s behavior conforms to their digital self-representation independent of how others perceive them—a process we term the Proteus Effect. In the first study, participants assigned to more attractive avatars in immersive virtual environments were more intimate with confederates in a self-disclosure and interpersonal distance task than participants assigned to less attractive avatars. In our second study, participants assigned taller avatars behaved more confidently in a negotiation task than participants assigned shorter avatars. We discuss the implications of the Proteus Effect with regards to social interactions in online environments.

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The Proteus Effect: The Effect of Transformed Self-Representation on Behavior

Following either a text-based, synchronous computer-mediated conversation (CMC) or a face-to-face dyadic interaction, 80 participants rated their partners' personality profile. Impressions were assessed in terms of both their breadth (the comprehensiveness of the impression) and intensity (the magnitude of the attributions). Results indicated that impressions formed in the CMC environment were less detailed but more intense than those formed face-to-face. These data provide support for theories that, in addition to acknowledging the unique constraints and characteristics of CMC, consider the cognitive strategies and heuristics involved in the impression formation process. The differential impact of a text-based medium on trait-specific impressions (e.g., extraversion, neuroticism) is also discussed in the context of a cross-modal approach to impression formation.

Impression Formation in Computer-Mediated Communication Revisited: An Analysis of the Breadth and Intensity of Impressions

Maternal directiveness, assessed by the mother's use of prescriptives, is correlated with slow vocabulary development. As prescriptives are most often used to redirect a child's attention to a different object or activity, it is hypothesized that attentional regulation underlies this negative relationship. In the present study, twelve mothers were videotaped interacting with their children aged 1;1, and 100 maternal utterances were coded for pragmatic intent. Prescriptives were coded as either changing (leading) or following the child's focus of attention. Only the frequency of mothers' follow-prescriptives correlated significantly with a productive vocabulary measure taken at 1;10. This correlation was high and positive, indicating that, given joint focus, directing a 13-month-old's behaviour can have beneficial effects on subsequent vocabulary development.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000900013283

Directive interactions and early vocabulary development: the role of joint attentional focus.

Forty-two single mothers with young infants were given access to a computer-mediated social support (CMSS) network concerned with parenting issues. The network operated 24 hours per day over a period of 6 months. It permitted public message exchanges, private e-mail, and text-based teleconferencing for as many as 8 participants at any one time. During the 6 month intervention, the 42 women accessed the network over 16,670 times. Individual differences in participation were significantly associated with indices of social isolation from peers. A descriptive analyses of the messages exchanged on the network disclosed that 98% of the replies to concerns posted in the public forum provided positive social support. The majority of the supportive replies fell into the category of emotional support, followed in order by informational and tangible support. Both the self-report data following the intervention, and qualitative data extracted from online discussions indicated that close personal relationships and a sense of community developed in this novel social environment. Finally, an analysis of pretest-posttest changes in the level of parenting stress revealed that mothers who participated regularly in this CMSS community were more likely to report a decrease in parenting stress following the intervention.

Philip J. Dunham

Papers

Impression Formation in Computer-Mediated Communication Revisited: An Analysis of the Breadth and Intensity of Impressions

Directive interactions and early vocabulary development: the role of joint attentional focus.

Computer-mediated social support: single young mothers as a model system.

Sex pheromones in crustacea

Contrasted conditions of reinforcement. A selective critique.