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Cliff or Step? Posture-Specific Learning at the Edge of a Drop-Off
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Kretch, Kari S.; Adolph, Karen E. – Child Development, 2013
Infants require locomotor experience to behave adaptively at a drop-off. However, different experimental paradigms (visual cliff and actual gaps and slopes) have generated conflicting findings regarding what infants learn and the specificity of their learning. An actual, adjustable drop-off apparatus was used to investigate whether learning to…
Descriptors: Infants, Psychomotor Skills, Infant Behavior, Fear
What Changes in Infant Walking and Why.
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Adolph, Karen E.; Vereijken, Beatrix; Shrout, Patrick E. – Child Development, 2003
Used kinematic measures to compare relative contributions of growing body dimensions, age, and walking experience in walking skill development in 9- to 17-month-olds, kindergartners, and college students. Found that with increased age, size, and experience, children's steps became longer, narrower, straighter, and more consistent, reflecting a…
Descriptors: Age Differences, Body Composition, Body Height, Body Weight
Learning To Crawl.
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Adolph, Karen E.; Vereijken, Beatrix; Denny, Mark A. – Child Development, 1998
Examined longitudinally the effects of infants' age, body dimensions, and experience on the development of crawling. Although most infants displayed multiple crawling postures en route to walking, development did not adhere to a strict progression of obligatory, discrete stages. Duration of experience with earlier forms of crawling predicted the…
Descriptors: Age, Body Height, Body Weight, Child Development