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pro vyhledávání: '"Eugene C. Goldfield"'
Autor:
Eugene C. Goldfield, Vincent Smith
Publikováno v:
Current Pediatric Reviews. 6:143-150
Publikováno v:
Pediatric Research. 60:450-455
This prospective study compared the coordination of sucking, swallowing, and breathing and its relationship to oxygen saturation in infants during breast-feeding and bottle-feeding. After 4 to 6 wk of exclusive breast-feeding, infants began bottle-fe
Autor:
Eugene C. Goldfield, Luc Berthouze
Publikováno v:
Enfance. 59:18
Cet article a pour objectif de susciter une discussion sur les possibles contribution des expriences robotiques la connaissance du dveloppement moteur des jeunes enfants. Plus prcisment, il se focalise sur les points suivants : 1) comment les interac
Publikováno v:
Child Development. 64:1128
We outline a theory of infant skill acquisition characterized by an assembly phase, during which a task-specific, low-dimensional action pattern emerges from spontaneous movement in the context of task constraints, and a tuning phase, during which ad
Autor:
Eugene C. Goldfield
Publikováno v:
Developmental Review. 3:371-404
The ecological thesis of direct realism is used as a framework for examining the development of knowing in human infancy. When information for perceiving is defined ecologically (i.e., relative to the situational context and to the physical dimension
Autor:
Robert E. Shaw, Eugene C. Goldfield
Publikováno v:
Developmental Review. 4:378-386
We reply to three major points made by F. Horowitz (1983, Developmental Review , 3 , 405–409) in her commentary on the ecological approach to infant knowing presented by E. Goldfield (1983, Developmental Review , 3 , 371–404). We first clarify th
Autor:
Eugene C. Goldfield, Robert M. Hodapp
Publikováno v:
Developmental Review. 5:274-288
The “other regulation” views of Lev Vygotsky and of Jerome Bruner are contrasted with Jean Piaget's self-regulatory model of infant development. Examples of adult behavior in Piaget's writings and in mother-infant interactions suggest that adults
Publikováno v:
Child Development. 55:772