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27 Cards in this Set
- Front
- Back
- 3rd side (hint)
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The 3 perceptual bases for communication |
1 - Vision 2 - Auditory 3 - Intersensory perception |
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Vision broken into |
Acuity (detect detail) & Accommodation (bring object into focus) |
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Fantz (1961) Infants prefer face stimuli |
- Fixation time on faces - Babies prefer face like 2d patterns compared to other patterns - Also prefer it to jumbled face or a control pattern (2nd study) |
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Johnson & Morton (1991) Face like features are preferred |
- Present at birth - Stimuli face like and non face like |
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Auditory perception important for communication |
- Babies prefer stories being read to them (DeCasper, 1986) |
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Kisilevsky et al 2003 |
- Preference for mothers voice over strangers - measured through foetal HR, higher rate for mothers |
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"native listener" Werker & Tees (1992) |
- At 1 month babies can discriminate equally well the phonemes of 3 languages - This skill gets worse as time goes on |
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Infants build up expectations about sound patterns |
- Johnson & Jusczyk 2001 - 8 month olds paid more attention to part words than random syllables |
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Intersensory perception |
- Coordinating people and sounds to percieve them - All prerequisites are there for babies to comminicate |
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Spelke & Cortelyou 1981 |
- Before 4 months, able to locate a person from a voice - By 4 months, establish synchrony between face and speech - After 4 months, start having specific expectations about correspondences between specific faces and voice |
4 months |
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Communication is a 2 way response between adult and child |
- Fernald, 1985, baby directed speech - Babies responding using vision, voice and perception |
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Meltzoff and Moore (1994) Early imitation |
- Imitate simple actions by adult like opening mouth - Field et al (1982) supports them matching basic emotional adult expressions |
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Franco (1997) Cognitive skills indicated |
- Neonate imitation shows that infants can match a model - Meltzoff (2007) neonate imitation shows interpersonal skills, mutuality |
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Interactive Synchrony |
- Kaye (1977) feeding pattern, cycles - Sucking > Stop > Rocking > Sucking |
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Condon & Sanders (1974) |
- Analysing babies movements when being spoken to - Pauses are for turn taking not just for babies sake - Babies move in time to rhythm of conversation, subtle turn taking |
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Dominguez et al (2016) Showing vocalisations & interactive synchrony |
- 15 mothers talking to their newborns to record vocalisations - Less overlapping (32%) than responding to maternal vocalisation (44%) - Newborn vocalisations are responsive not random |
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Interactive synchrony = innate intersubjectivity |
- Trevarthen (1993) - Primary intersubjectivity: born with ability to use behaviours of the partner in conversation - Immediate psychological awareness |
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Still face paradigm (Tronick et al 1978) |
- Mothers faces are still and emotionless - To show that infants are active contributors to social interaction - Evokes strong changes in infant response |
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Legerstee & Markova (2007) |
- infants show more distress to still face than 2 other instances 1) mother with mask + eye contact and voice 2) mother drinking water + eye contact - Argue that eye contact and listening are needed for communication |
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Function of synchrony |
- Emotion regulation: synchronous interaction regulates emotion, beyond infants own ability -Attunement: contingent maternal responses to child to form secure attachment |
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Synchrony & attachment |
- Main factor of predicting attachment security is sensitive responding - Sensitive to emotions and behaviours |
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Isabella, Belsky & von Eye (1989) 30 mother child dyads |
- 10 secure attach, 10 insecure avoid 10 insecure resist - association found between synchrony and attachment quality - both insecure groups lower for synchrony at 1 month |
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Joint attention |
- A state of 2 people sharing an interest with shared understanding - A skill of using gaze and gesture to share the attention together |
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Indices of joint attention changing with development |
- Infants eye gaze - Pointing - Verbal interactions |
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Kaplan & Hafner, (2004) Joint attention needs |
Ability to: - detect and track attention - manipulate others attention - coordinate the interaction - percieve communication as intentional |
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Gross et al (2010) kids at different points of development |
- Getting the object vs not getting it - kids all ages repaired their requests in case of misunderstanding even when they had the object they wanted - Communicating after obtaining goal - Understanding > getting |
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Joint attention as developmental context (Yu & Smith 2016) |
- Own focused attention, infants extend attention in response to a social partner paying attention - Better language development with joint attention |
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