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2-158 - Motor development: Parental influences and its relation to social-cognitive development
Fri, April 7, 2:15 to 3:45pm, Austin Convention Center, Meeting Room 5CSession Type: Paper Session
Integrative Statement
Motor skills affect development across domains by presenting children with new opportunities to interact with the physical and the social world. This symposium brings together four studies that report on the effects of rhythmic and motor training during infancy, the relation between motor and language skills, and on the development of inhibitory during reaching. Together, the research presented here demonstrates how the environment in general and parents in particular can influence motor and consequently social-cognitive development, how motor skills relate to cognitive development, and how motor skills can be used to assess development of critical cognitive skills in childhood.
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Chair
Individual Presentations
Rhythmic entrainment during infant-directed singing supports social engagement - Presenting Author: Miriam Lense, Vanderbilt University Medical Center; Warren Jones, Marcus Autism Center, Children's Healthcare of Atlanta and Emory University School of Medicine
Parent Interaction Disrupts 4-month-old Infants’ Learning about Causality during Sticky Mittens Training - Presenting Author: Nicholas Holt, University of Louisville; Payal Pal, University of Louisville; Nonah Olesen, University of Louisville; Kate Dixon, University of Louisville; Cara Cashon, University of Louisville
Talking the talk and walking the walk: an investigation of motor and verbal abilities and their interrelations at age three - Presenting Author: Margarita Stolarova, German Youth Institute; Sarah Moeller, University of Konstanz; Aenne A Brielmann, NYU; Matthias Rabel, TUM; Filip Mess, TUM
Reaching Behavior Reveals Dissociable Inhibitory Processes with Divergent Developmental Trajectories - Presenting Author: Christopher Daniel Erb, University of North Carolina at Greensboro; Jeff Moher, Williams College; Joo-Hyun Song, Brown University; Stuart Marcovitch, University of North Carolina at Greensboro; David M. Sobel, Brown University