An Interactionist Perspective on the Development of Coordinated Social Attention

Mapping Intimacies ◽

10.31234/osf.io/s5tgz ◽

2021 ◽

Author(s):

Stefanie Hoehl ◽

Bennett I. Bertenthal

Keyword(s):

Cognitive Skills ◽

New Technologies ◽

Longitudinal Research ◽

Social Attention ◽

First Year ◽

Call To Action ◽

Attention Skills ◽

Interactionist Perspective ◽

First Year Of Life ◽

Systems View

Infants’ ability to coordinate their attention with other people develops profoundly across the first year of life. Mainly based on experimental research focusing on infants’ behavior under highly controlled conditions, developmental milestones were identified and explained in the past by prominent theories in terms of the onset of specific cognitive skills. In contrast to this approach, recent longitudinal research challenges this perspective with findings suggesting that social attention develops continuously with a gradual refinement of skills. Informed by these findings, we argue for an interactionist and dynamical systems view that bases observable advances in infant social attention skills on increasingly fine-tuned mutual adjustments in the caregiver infant dyad, resulting in gradually improving mutual prediction. We present evidence for this view from recent studies leveraging new technologies which afford the opportunity to dynamically track social interactions in real-time. These new technically-sophisticated studies offer unprecedented insights into the dynamic processes of infant-caregiver social attention. It is now possible to track in much greater detail fluctuations over time with regard to object-directed attention as well as social attention and how these processes relate to one another. Encouraged by these initial results and new insights from this interactionist developmental social neuroscience approach, we conclude with a ‘call to action’ in which we advocate for more ecologically valid paradigms for studying social attention as a dynamic and bi-directional process.

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Social Smiles of Visually Impaired Infants

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8608000712 ◽

1986 ◽

Vol 80 (7) ◽

pp. 863-865

Author(s):

S. J. Rogers ◽

C. B. Puchalski

Keyword(s):

Cognitive Development ◽

Social Behavior ◽

Cognitive Skills ◽

Visually Impaired ◽

First Year ◽

Parental Behaviors ◽

Play Interactions ◽

The Social ◽

Environmental Events ◽

First Year Of Life

Social smiles of 10 visually impaired infants, ages 4 to 12 months, were examined longitudinally in play interactions with their mothers. Characteristics examined included the cognitive skills of the infants when the social smile was first seen, the parental behaviors that elicited and followed social smiles, and the frequency of social smiles in play interactions across the first year of life. All infants demonstrated both the presence of social smiles and the second Piagetian stage of cognitive development at the start of the study. Social smiling appeared to increase in frequency from 6 to 12 months except for a drop at 8 months. Smiles occurred in response to social and environmental events and were consistently followed by another parental social behavior.

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Women As Mothers and Grandmothers

Annual Review of Nursing Research ◽

10.1891/0739-6686.19.1.63 ◽

2001 ◽

Vol 19 (1) ◽

pp. 63-85 ◽

Cited By ~ 9

Author(s):

ANGELA B. MCBRIDE ◽

CHERYL PROHASKA SHORE

Keyword(s):

Growth And Development ◽

Longitudinal Research ◽

First Year ◽

Role Development ◽

Maternal Role ◽

Traditional Family ◽

The Past ◽

Almost All ◽

First Year Of Life ◽

Made In

This chapter analyzes the literature on women as mothers; research reports published between January 1985 and December 1999 were reviewed. As in the past, almost all of the extant studies analyzed the experience of mothers in their children’s first year of life. Although therapeutic suggestions were made in many studies, relatively few interventions have been implemented and evaluated. More studies are needed that go beyond traditional family forms and that explore mothers’ role development over the full course of their children’s growth and development. Additional longitudinal research that views maternal role development as a process is indicated.

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Parental Representation of Children during the First Year of Life: A Longitudinal Comparison of Mothers' and Fathers' Responses on Semantic Differential Scales

Perceptual and Motor Skills ◽

10.2466/pms.1997.84.3.915 ◽

1997 ◽

Vol 84 (3) ◽

pp. 915-920 ◽

Cited By ~ 4

Author(s):

Alessandro Zennaro ◽

Adriana Lis

Keyword(s):

Longitudinal Research ◽

Semantic Differential ◽

Semantic Differential Scale ◽

First Year ◽

Mothers And Fathers ◽

Parental Representation ◽

Longitudinal Comparison ◽

First Year Of Life ◽

Over Time

The aim of this paper was to investigate parental representation over time using a specially devised Semantic Differential Scale, developed in the context of longitudinal research, carried out during children's first two years of life. 42 parent-couples, during their first experience of parenthood were asked separately to rate the concept of “my child” in specific periods of their child's first year of life. The analysis highlighted the complexity of parental representation of babies.

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Two sources of meaning in infant communication: preceding action contexts and act-accompanying characteristics

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2013.0294 ◽

2014 ◽

Vol 369 (1651) ◽

pp. 20130294 ◽

Cited By ~ 12

Author(s):

Ulf Liszkowski

Keyword(s):

Cognitive Development ◽

Cognitive Skills ◽

Social Cognitive ◽

Social Experience ◽

First Year ◽

Social Cognitive Development ◽

Communicative Act ◽

First Year Of Life ◽

Multisensory Information

How do infants communicate before they have acquired a language? This paper supports the hypothesis that infants possess social–cognitive skills that run deeper than language alone, enabling them to understand others and make themselves understood. I suggested that infants, like adults, use two sources of extralinguistic information to communicate meaningfully and react to and express communicative intentions appropriately. In support, a review of relevant experiments demonstrates, first, that infants use information from preceding shared activities to tailor their comprehension and production of communication. Second, a series of novel findings from our laboratory shows that in the absence of distinguishing information from preceding routines or activities, infants use accompanying characteristics (such as prosody and posture) that mark communicative intentions to extract and transmit meaning. Findings reveal that before infants begin to speak they communicate in meaningful ways by binding preceding and simultaneous multisensory information to a communicative act. These skills are not only a precursor to language, but also an outcome of social–cognitive development and social experience in the first year of life.

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Does Use of Books and Electronic Media Associate to Joint Attention Skills and Temperament during the First Year of Life?

International Journal of Educational Psychology ◽

10.17583/ijep.7307 ◽

2021 ◽

Vol 10 (3) ◽

pp. 222-246

Author(s):

Lucas Gustavo Gago Galvagno

Keyword(s):

Joint Attention ◽

Latin American ◽

Effortful Control ◽

Media Exposure ◽

Electronic Media ◽

Free Play ◽

First Year ◽

Behavioral Measures ◽

Attention Skills ◽

First Year Of Life

Several researchers have found that media exposure through books or electronic media contribute to preschoolers’ development. However, research with behavioral measures and during the first years of life have not been carried out in Latin American contexts. The aim of the following research was to evaluate the relations between media exposure through electronic media and books with joint attention skills and temperament (i.e., effortful control, surgency and negative affect) during the first year of life. A free play session was carried out, where the number of mother-infant interaction behaviors were assessed. Findings state that only the amount and the frequency of the use of books at home between caregivers and infants were positively associated with the behaviors of joint attention and surgency. Conclusion denotes that books would probably be associated with more infant interactions and higher SES, mediating in the promotion of cognitive development from the first months of life.

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Development of precursors to speech in infants exposed to two languages

Journal of Child Language ◽

10.1017/s0305000997003097 ◽

1997 ◽

Vol 24 (2) ◽

pp. 407-425 ◽

Cited By ~ 53

Author(s):

D. KIMBROUGH OLLER ◽

REBECCA E. EILERS ◽

RICHARD URBANO ◽

ALAN B. COBO-LEWIS

Keyword(s):

Longitudinal Research ◽

Learning Experience ◽

Economic Status ◽

Speech Development ◽

First Year ◽

Vocal Performance ◽

Vocal Development ◽

Bilingual Advantage ◽

Socio Economic Status ◽

First Year Of Life

The study of bilingualism has often focused on two contradictory possibilities: that the learning of two languages may produce deficits of performance in each language by comparison with performance of monolingual individuals, or on the contrary, that the learning of two languages may produce linguistic or cognitive advantages with regard to the monolingual learning experience. The work reported here addressed the possibility that the very early bilingual experience of infancy may affect the unfolding of vocal precursors to speech. The results of longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and bilingual environments provided no support for either a bilingual deficit hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants reared in bilingual and monolingual environments manifested similar ages of onset for canonical babbling (production of well-formed syllables), an event known to be fundamentally related to speech development. Further, quantitative measures of vocal performance (proportion of usage of well-formed syllables and vowel-like sounds) showed additional similarities between monolingual and bilingual infants. The similarities applied to infants of middle and low socio-economic status and to infants that were born at term or prematurely. The results suggest that vocal development in the first year of life is robust with respect to conditions of rearing. The biological foundations of speech appear to be such as to resist modifications in the natural schedule of vocal development.

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Development of Cardiovascular Indices of Acute Pain Responding in Infants: A Systematic Review

Pain Research and Management ◽

10.1155/2016/8458696 ◽

2016 ◽

Vol 2016 ◽

pp. 1-15 ◽

Cited By ~ 13

Author(s):

Jordana A. Waxman ◽

Rebecca R. Pillai Riddell ◽

Paula Tablon ◽

Louis A. Schmidt ◽

Angelina Pinhasov

Keyword(s):

Longitudinal Research ◽

Hospital Setting ◽

Cardiovascular Responses ◽

First Year ◽

Medical Procedures ◽

Inclusion Criteria ◽

Cardiac Responses ◽

Painful Medical Procedures ◽

First Year Of Life ◽

Mean Heart Rate

Background. Cardiovascular indices of pain are pervasive in the hospital setting. However, no prospective research has examined the development of cardiac responses to acutely painful procedures in the first year of life.Objectives. Our main goal was to synthesize existing evidence regarding the development of cardiovascular responses to acutely painful medical procedures over the first year of life in preterm and term born infants.Methods. A systematic search retrieved 6994 articles to review against inclusion criteria. A total of 41 studies were included in the review.Results. In response to acutely painful procedures, most infants had an increase in mean heart rate (HR) that varied in magnitude both across and within gestational and postnatal ages. Research in the area of HR variability has been inconsistent, limiting conclusions.Conclusions. Longitudinal research is needed to further understand the inherent variability of cardiovascular pain responses across and within gestational and postnatal ages and the causes for the variability.

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The Development of Swallowing Respiratory Coordination

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd18.1.19 ◽

2009 ◽

Vol 18 (1) ◽

pp. 19-24

Author(s):

Maggie-Lee Huckabee

Keyword(s):

Cortical Activation ◽

First Year ◽

Healthy Children ◽

Nasal Airflow ◽

Single Session ◽

Primary Finding ◽

Patterns Of Behavior ◽

Cortical Modulation ◽

First Year Of Life ◽

Swallowing Apnea

Abstract Research exists that evaluates the mechanics of swallowing respiratory coordination in healthy children and adults as well and individuals with swallowing impairment. The research program summarized in this article represents a systematic examination of swallowing respiratory coordination across the lifespan as a means of behaviorally investigating mechanisms of cortical modulation. Using time-locked recordings of submental surface electromyography, nasal airflow, and thyroid acoustics, three conditions of swallowing were evaluated in 20 adults in a single session and 10 infants in 10 sessions across the first year of life. The three swallowing conditions were selected to represent a continuum of volitional through nonvolitional swallowing control on the basis of a decreasing level of cortical activation. Our primary finding is that, across the lifespan, brainstem control strongly dictates the duration of swallowing apnea and is heavily involved in organizing the integration of swallowing and respiration, even in very early infancy. However, there is evidence that cortical modulation increases across the first 12 months of life to approximate more adult-like patterns of behavior. This modulation influences primarily conditions of volitional swallowing; sleep and naïve swallows appear to not be easily adapted by cortical regulation. Thus, it is attention, not arousal that engages cortical mechanisms.

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