TY - JOUR AB - This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective. AU - Elsner, Claudia AU - Bakker, Marta AU - Rohlfing, Katharina AU - Gredebäck, Gustaf ID - 17200 JF - Journal of Experimental Child Psychology KW - Give-me gesture KW - Infant KW - Anticipation KW - Eye movement KW - Gesture KW - Social interaction SN - 0022-0965 TI - Infants' online perception of give-and-take interactions VL - 126 ER - TY - CONF AU - Vollmer, Anna-Lisa AU - Pitsch, Karola AU - Lohan, Katrin Solveig AU - Fritsch, Jannik AU - Rohlfing, Katharina AU - Wrede, Britta ID - 17253 KW - tutoring interaction KW - social interaction KW - video signal processing KW - robot systems KW - paediatrics KW - neurophysiology KW - Learning KW - infant KW - feedback KW - biology computing KW - cognitive capabilities KW - cognition KW - children T2 - Development and Learning (ICDL), 2010 IEEE 9th International Conference on Development and Learning TI - Developing feedback: How children of different age contribute to a tutoring interaction with adults ER -