NDLI: Bare fingers, but no obvious influence of 'prickly' Velcro! In the absence of parents' encouragement, it is not clear that 'sticky mittens' provide an advantage to the process of learning to reach.

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Bare fingers, but no obvious influence of 'prickly' Velcro! In the absence of parents' encouragement, it is not clear that 'sticky mittens' provide an advantage to the process of learning to reach.

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Bare fingers, but no obvious influence of 'prickly' Velcro! In the absence of parents' encouragement, it is not clear that 'sticky mittens' provide an advantage to the process of learning to reach.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Corbetta, Daniela Williams, Joshua L. Haynes, Jeremy M.
Description	Author Affiliation: Corbetta D ( Department of Psychology, The University of Tennessee, Knoxville, TN, United States. Electronic address: dcorbett@utk.edu.); Williams JL ( Department of Psychology, Armstrong State University, Savannah, GA, United States.); Haynes JM ( Department of Psychology, Armstrong State University, Savannah, GA, United States.)
Abstract	In their critique of our mittens study, Needham et al. (2015. Infant Behavior and Development) describe our findings as 'surprising.' Further; they suggest that babies in our 'sticky mittens' condition may have been discouraged from reaching because, in our study, infants may have touched 'prickly' Velcro with their bare fingers. In this response, we present data analyses that do not support the interpretation that finger contact with our Velcroed toy surfaces was associated with poor reaching performance in our 'sticky' mittens group. We also clarify that our toys were mainly covered with 'non-prickly' Velcro. To explain discrepancies between studies, we restate the original intent of our study and reasons for our methodological modifications. We point to confounds and lack of critical control conditions in the Needham et al. studies, which prevent the making of firm inferences about the effectiveness of the 'sticky mittens experience' on the learning to reach process. We also present additional analyses on our 'sticky' mittens group showing that the increasing rate of finger touch on the toy leads to greater reaching performance while the rate of toy sticking to the mittens does not. We discuss the importance of sensory-motor experience on the development of learning to reach in infancy and conclude that our results are not surprising.
File Format	HTM / HTML
ISSN	01636383
Volume Number	42
e-ISSN	19348800
Journal	Infant Behavior and Development
Language	English
Publisher	Elsevier
Publisher Date	2016-02-01
Publisher Place	United States
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Behavioral Sciences Discipline Pediatrics Hand Strength Physiology Infant Behavior Motor Skills Play And Playthings Psychomotor Performance Biomechanical Phenomena Female Humans Infant Intention Male Parents Touch Journal Article
Content Type	Text
Resource Type	Article
Subject	Developmental and Educational Psychology

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Bare fingers, but no obvious influence of 'prickly' Velcro! In the absence of parents' encouragement, it is not clear that 'sticky mittens' provide an advantage to the process of learning to reach.

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Sticky mittens, prickly Velcro, and infants' transition into independent reaching: Response to Williams, Corbetta, and Guan (2015).

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Bare fingers, but no obvious influence of 'prickly' Velcro! In the absence of parents' encouragement, it is not clear that 'sticky mittens' provide an advantage to the process of learning to reach.