scholarly journals Emotion regulation in infants using maternal singing and speech

2021 ◽  
Author(s):  
Niusha Ghazban
Keyword(s):  
Emotion Regulation ◽  
Skin Conductance ◽  
Emotional State ◽  
Physiological Responses ◽  
Effective Means ◽  
Positive Outcomes ◽  
Face To Face ◽  
Behavioural Responses ◽  
Infant Distress ◽  
The Face

The interaction between a mother and her infant has been described as an intricate ‘dance’ involving coordinated singing and movement (Feldman, 2007). It is widely accepted that infant-directed (ID) speech, characterized as having higher pitch, slower tempo, and exaggerated intonation, is an effective means of communicating with infants and holding their attention (Papousek et al., 1985). Singing is another universally observed caregiving behaviour. Mothers across cultures intuitively use infant-directed (ID) singing to regulate their infants’ emotional state (de l’Etoile, 2006; Nakata & Trehub, 2004). While ID speech and singing appear to be equally successful in regulating infants’ attention (Corbeil, et al., 2013), their effects in modulating infants’ distress are less clear. More precisely, while stress and arousal are intimately connected, there is no research to date that has investigated the efficacy of speech and singing in alleviating infant distress. Using a modified version of the Face-to-Face/Still-Face (FFSF) paradigm (Tronick et al., 1978), the current study is the first to examine 10-month-old infants’ behavioural and physiological responses, via Skin Conductance (SC), to their mother’s singing and speaking. Stress was effectively induced in the still-face episode with infants exhibiting typical “still-face” behaviours and elevated SC responses. The results indicated that in the reunion episode, mother’s singing was more effective in decreasing infant’s physiological arousal, regulating negative affect and promoting infants’ visual attention in comparison to maternal speaking. However, the genre of songs selected (e.g., play song or lullaby) might have been contributed to the positive outcomes of singing in regulating infants’ emotions. Therefore, the second study used the same methodology to examine the effects of maternal play songs and lullabies on infants’ physiological and behavioural responses. The results indicated that maternal play songs were more effective in regulating infants’ stress as well as capturing and maintaining their attention than were soothing lullabies. Taken together, the findings indicate that maternal singing, specifically playful performances, supports infants’ emotions and effectively regulates their stress.

scholarly journals Emotion regulation in infants using maternal singing and speech

2021 ◽  
Author(s):  
Niusha Ghazban
Keyword(s):  
Emotion Regulation ◽  
Skin Conductance ◽  
Emotional State ◽  
Physiological Responses ◽  
Effective Means ◽  
Positive Outcomes ◽  
Face To Face ◽  
Behavioural Responses ◽  
Infant Distress ◽  
The Face

The interaction between a mother and her infant has been described as an intricate ‘dance’ involving coordinated singing and movement (Feldman, 2007). It is widely accepted that infant-directed (ID) speech, characterized as having higher pitch, slower tempo, and exaggerated intonation, is an effective means of communicating with infants and holding their attention (Papousek et al., 1985). Singing is another universally observed caregiving behaviour. Mothers across cultures intuitively use infant-directed (ID) singing to regulate their infants’ emotional state (de l’Etoile, 2006; Nakata & Trehub, 2004). While ID speech and singing appear to be equally successful in regulating infants’ attention (Corbeil, et al., 2013), their effects in modulating infants’ distress are less clear. More precisely, while stress and arousal are intimately connected, there is no research to date that has investigated the efficacy of speech and singing in alleviating infant distress. Using a modified version of the Face-to-Face/Still-Face (FFSF) paradigm (Tronick et al., 1978), the current study is the first to examine 10-month-old infants’ behavioural and physiological responses, via Skin Conductance (SC), to their mother’s singing and speaking. Stress was effectively induced in the still-face episode with infants exhibiting typical “still-face” behaviours and elevated SC responses. The results indicated that in the reunion episode, mother’s singing was more effective in decreasing infant’s physiological arousal, regulating negative affect and promoting infants’ visual attention in comparison to maternal speaking. However, the genre of songs selected (e.g., play song or lullaby) might have been contributed to the positive outcomes of singing in regulating infants’ emotions. Therefore, the second study used the same methodology to examine the effects of maternal play songs and lullabies on infants’ physiological and behavioural responses. The results indicated that maternal play songs were more effective in regulating infants’ stress as well as capturing and maintaining their attention than were soothing lullabies. Taken together, the findings indicate that maternal singing, specifically playful performances, supports infants’ emotions and effectively regulates their stress.

scholarly journals Associations between Infant-Mother Physiological Synchrony and 4- to 6-Month-Old Infants’ Emotion Regulation

2021 ◽  
Author(s):  
Drew H. Abney ◽  
Elizabeth B. daSilva ◽  
Bennett I. Bertenthal
Keyword(s):  
Emotion Regulation ◽  
Individual Differences ◽  
Physiological Responses ◽  
Self Regulation ◽  
Continuous Measure ◽  
Sinus Arrhythmia ◽  
Face To Face ◽  
Physiological Synchrony ◽  
The Face ◽  
Still Face Paradigm

AbstractIn this study we assessed whether physiological synchrony between infants and mothers contributes to infants’ emotion regulation following a mild social stressor. Infants between 4- to 6-months of age and their mothers were tested in the Face-to-Face-Still-Face paradigm, and were assessed for behavioral and physiological self-regulation during and following the stressor. Physiological synchrony was calculated from a continuous measure of respiratory sinus arrhythmia (RSA) enabling us to cross-correlate the infants’ and mothers’ RSA responses. Without considering physiological synchrony, the evidence suggested that infants’ distress followed the prototypical pattern of increasing during the Still Face episode and then decreasing during the Reunion episode. Once physiological synchrony was added to the model, we observed that infants’ emotion regulation improved if mother-infant synchrony was positive, but not if it was negative. This result was qualified further by whether or not infants suppressed their RSA response during the Still Face episode. In sum, these findings highlight how individual differences in infants’ physiological responses contribute significantly to their self-regulation abilities.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

scholarly journals Physiological synchrony is associated with cooperative success in real-life interactions

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
F. Behrens ◽  
J. A. Snijdewint ◽  
R. G. Moulder ◽  
E. Prochazkova ◽  
E. E. Sjak-Shie ◽  
...  
Keyword(s):  
Skin Conductance ◽  
Skin Conductance Level ◽  
Real Life ◽  
Strong Relationship ◽  
Dyadic Interaction ◽  
Physiological Mechanisms ◽  
Face To Face ◽  
Physiological Synchrony ◽  
Skin Conductance Levels ◽  
The Face

AbstractCooperation is pivotal for society to flourish. To foster cooperation, humans express and read intentions via explicit signals and subtle reflections of arousal visible in the face. Evidence is accumulating that humans synchronize these nonverbal expressions and the physiological mechanisms underlying them, potentially influencing cooperation. The current study is designed to verify this putative linkage between synchrony and cooperation. To that end, 152 participants played the Prisoner’s Dilemma game in a dyadic interaction setting, sometimes facing each other and sometimes not. Results showed that synchrony in both heart rate and skin conductance level emerged during face-to-face contact. However, only synchrony in skin conductance levels predicted cooperative success of dyads. Crucially, this positive linkage was strengthened when participants could see each other. These findings show the strong relationship between our bodily responses and social behavior, and emphasize the importance of studying social processes between rather than within individuals in real-life interactions.

Emotional and psychophysiological responses to tempo, mode, and percussiveness

2011 ◽  
Vol 15 (2) ◽  
pp. 250-269 ◽  
Author(s):  
Marjolein D. van der Zwaag ◽  
Joyce H.D.M. Westerink ◽  
Egon L. van den Broek
Keyword(s):  
Skin Conductance ◽  
Emotional State ◽  
Physiological Responses ◽  
Cardiovascular Responses ◽  
Self Report ◽  
Laboratory Setting ◽  
Psychophysiological Responses ◽  
Skin Conductance Responses ◽  
Major Mode ◽  
Musical Characteristics

People often listen to music to influence their emotional state. However, the specific musical characteristics which cause this process are not yet fully understood. We have investigated the influence of the musical characteristics of tempo, mode, and percussiveness on our emotions. In a quest towards ecologically valid results, 32 participants listened to 16 pop and 16 rock songs while conducting an office task. They rated experienced arousal, valence, and tension, while skin conductance and cardiovascular responses were recorded. An increase in tempo was found to lead to an increase in reported arousal and tension and a decrease in heart rate variability. More arousal was reported during minor than major mode songs. Level and frequency of skin conductance responses increased with an increase in percussiveness. Physiological responses revealed patterns that might not have been revealed by self-report. Interaction effects further suggest that musical characteristics interplay in modulating emotions. So, tempo, mode, and percussiveness indeed modulate our emotions and, consequently, can be used to direct emotions. Music presentation revealed subtly different results in a laboratory setting, where music was altered with breaks, from those in a more ecologically valid setting where continuous music was presented. All in all, this enhances our understanding of the influence of music on emotions and creates opportunities seamlessly to tap into listeners’ emotional state through their physiological responses.

Assessing the Value and Balance of In-Class Demos and Videos in Fluid Mechanics Lecture

2018 ◽  
Author(s):  
Thomas G. Shepard
Keyword(s):  
Fluid Mechanics ◽  
Student Learning ◽  
Fluid Mechanic ◽  
Positive Outcomes ◽  
Student Surveys ◽  
Preparation Time ◽  
Face To Face ◽  
Class Time ◽  
The Face ◽  
Survey Results

The use of in-class demonstrations and videos in an introductory fluid mechanics can have many positive outcomes in regards to student learning and engagement. However, the face-to-face class time an instructor has during lecture is a valuable commodity which can disappear all too quickly given the amount of topics to be covered, example problems, exams, etc. Thus, there is a balance to be struck amongst the various in-class activities, which must also factor in the amount of preparation time demanded of the instructor. This paper examines the utility of in-class demonstrations and videos using student surveys and feedback from both the instructor and students. Survey results reveal that students see the benefits of videos and in-class demonstrations differently and generally agree on the balance to be struck in the how class time is allocated. The results further reveal how students view in-class time in light of the opportunity to have a flipped, or partially flipped course whereby students watch lecture content outside of class. Student recall for relevant fluid mechanic concepts highlighted during demos is discussed. Additionally, the paper describes some of the specific fluid mechanics demonstrations and videos while providing references to other resources.

Maternal Into-The-Face Behavior, Shared Attention, and Infant Distress During Face-to-Face Play at 12 Months: Bi-directional Contingencies

Infancy ◽  
2018 ◽  
Vol 23 (4) ◽  
pp. 538-557 ◽  
Author(s):  
Robert P. Galligan ◽  
Beatrice Beebe ◽  
Dafne Milne ◽  
Julie Ewing ◽  
Sang Han Lee ◽  
...  
Keyword(s):  
Shared Attention ◽  
Face To Face ◽  
Infant Distress ◽  
The Face

scholarly journals Emotion Regulation Contagion: Stress Reappraisal Promotes Challenge Responses in Teammates

2018 ◽  
Author(s):  
Christopher Oveis ◽  
Yumeng Gu ◽  
Joseph Manuel Ocampo ◽  
Emily J Hangen ◽  
Jeremy Jamieson
Keyword(s):  
Emotion Regulation ◽  
Stress Responses ◽  
Collaborative Work ◽  
Peripheral Resistance ◽  
Individual Performance ◽  
Face To Face ◽  
Individual Work ◽  
The Face ◽  
The Individual

How does emotion regulation impact teammates? We present data from a dyadic experiment(N=266) that assessed in vivo stress responses in teammates during collaborative (a face-to-face product design task) and then individual work (a product pitch to evaluators). Throughout the experiment, one manipulated teammate reappraised their stress arousal (reappraisal), suppressed their emotional displays (suppression), or received no instructions (control). Their non- manipulated teammate received no instructions. Stress reappraisal benefited both teammates, eliciting challenge-like physiological responses (higher cardiac output, lower total peripheral resistance) relative to the suppression and control conditions. These effects were observed during both face-to-face collaborative work and later individual work. A mediation model suggests that the face-to-face social contagion effects of stress reappraisal fed forward to promote non- manipulated teammates’ improved stress responses during the individual performance task. These findings indicate that non-manipulated teammates exhibited improved stress responses simply by interacting with a person who reappraised their stress as functional.

Emotional and Psychophysiological Responses to Tempo, Mode, and Percussiveness

2011 ◽  
Vol 15 (2) ◽  
pp. 250-269 ◽  
Author(s):  
Marjolein D. van der Zwaag ◽  
Joyce H. D. M. Westerink ◽  
Egon L. van den Broek
Keyword(s):  
Skin Conductance ◽  
Emotional State ◽  
Physiological Responses ◽  
Cardiovascular Responses ◽  
Self Report ◽  
Laboratory Setting ◽  
Psychophysiological Responses ◽  
Skin Conductance Responses ◽  
Major Mode ◽  
Musical Characteristics

People often listen to music to influence their emotional state. However, the specific musical characteristics which cause this process are not yet fully understood. We have investigated the influence of the musical characteristics of tempo, mode, and percussiveness on our emotions. In a quest towards ecologically valid results, 32 participants listened to 16 pop and 16 rock songs while conducting an office task. They rated experienced arousal, valence, and tension, while skin conductance and cardiovascular responses were recorded. An increase in tempo was found to lead to an increase in reported arousal and tension and a decrease in heart rate variability. More arousal was reported during minor than major mode songs. Level and frequency of skin conductance responses increased with an increase in percussiveness. Physiological responses revealed patterns that might not have been revealed by self-report. Interaction effects further suggest that musical characteristics interplay in modulating emotions. So, tempo, mode, and percussiveness indeed modulate our emotions and, consequently, can be used to direct emotions. Music presentation revealed subtly different results in a laboratory setting, where music was altered with breaks, from those in a more ecologically valid setting where continuous music was presented. All in all, this enhances our understanding of the influence of music on emotions and creates opportunities seamlessly to tap into listeners' emotional state through their physiological responses.

Mothers as Singing Mentors for Infants

2015 ◽  
pp. 454-470 ◽  
Author(s):  
Sandra E. Trehub ◽  
Helga Rut Gudmundsdottir
Keyword(s):  
Emotion Regulation ◽  
Stress Reduction ◽  
Temporal Structure ◽  
Relationship Building ◽  
Face To Face ◽  
The Face ◽  
Pitch Contours ◽  
Skill Building

Mothers sing expressively while caring for infants. Initially, such singing is for emotion regulation: for promoting tranquility, sleep, playful engagement, or stress reduction, depending on the context. Infants’ responsiveness to such singing encourages further maternal singing. Mothers act as singing mentors even though their mentoring is initially intuitive versus deliberate, emphasizing pleasure/comfort over precision. Their singing also has intuitive didactic aspects in its emphasis on pitch and temporal structure of songs. The face-to-face context provides infants with performances featuring distinctive visual/vocal gestures. As imitators, infants mimic maternal performances, prompting mothers to become deliberate mentors who coax increasingly complex contributions from infants. Initially, infants make single-syllable contributions to such duets, progressing to phrases and songs. Well before age two, many toddlers produce singing that preserves pitch contours, rhythms, and approximate range of familiar songs. Subsequent educator mentoring can build on these achievements if relationship building and maintenance have priority over skill building.

Sign in / Sign up

Export Citation Format

Share Document