Intermodal Learning Sample Clauses

Intermodal Learning. Contingency and Synchrony Our perspective on developmental learning is based on the idea that learning is driven primarily through interaction with persons as well as the ambient environment (Xxxxxxxx et al., 2007a; Xxxxxxxx et al., 2009; Xxxxx, et al., 2009). This idea is supported by Xxxxxx and Xxxxxxxx (2006) and Xxxxx-Xxxxxxxx (2006), who state that learning through imitation is limited because the observed action does not always reveal its meaning. First-person experience as well as social scaffolding may be necessary to acquire certain behavioral competencies (Xxxxxxxx et al., 2007a). In order to understand an action, a learner will typically need to be provided with additional information given by a teacher who demonstrates what is crucial: the goal, the means and – most importantly – the constraints of a task (Xxxxx-Xxxxxxxx, 2006). The tutor, on the other hand, has to make sure that the learner is receptive, and thus ready to learn. They both follow certain interactive regularities. Such interactive rules have been assessed in terms of “grounding” (e.g. by Xxxxx 1992) on a more abstract level but also in terms of “turn-taking” or “contingency” on a more perceptual level. With this sequential organization of an interaction, more systematicity can be derived from the variability of the behavior. Xxxxx (1992) provided one of the first grounding models with the claim that every individual contribution to a discourse has to be registered by the listener; that is, the listener has to provide a signal of understanding in order for both participants to add the content to their pool of commonly shared information and beliefs (“common ground”). On a more perceptual level, the term contingency refers to a temporal sequence of behavior and reaction, and it has been shown that it plays an important role in the process of developmental learning (x.x. Xxxxxxxxxx, 1993; Xxxxxxxx and Xxxxxx, 1999; Xxxxxxx and Xxxxxxxxx, 2006). In the literature, there is an agreement that contingency is an important factor in the cognitive development of infants – as researched, e.g., within the still face paradigm (x.x. Xxxxxxx et al., 1978; Xxxx and Xxx, 2003). There is evidence that parents intuitively produce contingent actions, e.g. mothers have been shown to decrease their level of contingency with their infant’s increase of development for a certain task (Xxxxxxxxxx, 1993). Infants have been shown to develop a sensitivity to contingent interactions around 3 months of age (S...