Parental mental disorders increase the risk for insecure attachment in children. However, the quality of caregiver–infant interaction plays a key role in the development of infant attachment. Dyadic interaction is frequently investigated via global scales which are too rough to uncover micro-temporal mechanisms. Prior research found that the latency to reparation of uncoordinated dyadic states is associated with infant behavioral and neuroendocrine regulation. We investigated the hypothesis that this interactive mechanism is critical in predicting secure vs. insecure (...) attachment quality in infancy. We also assessed the predictive quality of infant attachment regarding neuroendocrine reactivity later in childhood. A subsample of N = 58 dyads from a larger study were analyzed. At 3–8 months postpartum, maternal anxiety disorders were diagnosed via a structured clinical interview as well as dyadic interaction during the Face-to-Face-Still-Face was observed and coded on a micro-temporal scale. Infant attachment quality was assessed with the strange situation paradigm at 12–24 months of age. In an overlapping subsample of N = 39, we assessed child cortisol reactivity at 5 to 6 years of age. Generalized linear modeling revealed that longer latencies to interactive reparation during the reunion episode of the FFSF as well as maternal diagnosis at 3–8 months of age predict insecure attachment in children aged 12–24 months. Cox regressions demonstrated that dyads with infants who developed insecure attachment at 12–24 months of age were 48% less likely to achieve an interactive reparation at 3–8 months of age. Mixed models revealed that compared to securely attached children, children who had developed an insecure attachment at 12–24 months of age had an increased cortisol reactivity at 5 to 6 years of age during free play. The results confirm the hypothesis that the development of attachment is affected by experienced micro-temporal interactive patterns besides diagnostic categories. They also showed that infants of mothers with postpartum anxiety disorders have a more than fivefold increased risk of developing an insecure attachment than the infants of the control group. Moreover, results imply that these patterns may influence neurohormonal regulation even in preschool aged children. (shrink)

Carpendale & Lewis's (C&L's) constructivist account needs greater emphasis on how individual differences in caregivers' impact on the efficacy of epistemic triangle interaction in fostering children's understanding of mind. Caregivers' attunement to their infants' mental states and their willingness to enable infants to participate in exchanges about the mind are posited as important determinants of effective epistemic triangle interaction.

In addition to the infant cry being a signal for attention, it may also be a critical component of the early formation of attachments with caregivers. We consider the complex development of that attachment, which involves reciprocal interactive signaling and a host of evolutionarily conserved caregiver factors.

Adult-infant early dyadic interactions have been extensively explored by developmental psychologists. Around the age of 2 months, infants already demonstrate complex, delicate and very sensitive behaviors that seem to express their ability to interact and share emotions with their caregivers. This paper presents 3 pilot studies of parent-infant dyadic interaction in various set-ups. The first two present longitudinal data collected on two infants aged between 1 and 6 months and their mothers. We analyzed the development of coordination between them, (...) at the motor and at the vocal level. The 3rd pilot study aims to explore interpersonal coordination in both vocal behavior and motor activity for one infant and his mother at 2, 4 and 6 months. These pilot studies however leave a number of questions open concerning developmental changes and infants’ progressive mastery of interaction. We identify areas worth examining and try to tease out specific issues that may help develop new methodological pathways for the study of early naturalistic social interaction. We assume that a continuous, rather than discrete, approach would better capture the changes taking place in the various communicative modalities, while also displaying each dyad’s specificity and the narrative dimension of social engagement between infants and caregivers. (shrink)

In recent developments in Artificial Intelligence and especially in robotics we can observe a tendency towards building intelligent artefacts that are meant to be social, to have ‘human social’ characteristics like emotions, the ability to conduct dialogue, to learn, to develop personality, character traits, and social competencies. Care, entertainment, pet and educational robots are conceptualised as friendly, understanding partners and credible assistants which communicate ‘naturally’ with users, show emotions and support them in everyday life. Social robots are often designed to (...) interact physically, affectively and socially with humans in order to learn from them. To achieve this goal, roboticists often model the human‐robot interaction on early caregiver‐infant interactions. In this paper I want to analyse prominent visions of these ‘socio‐emotional’ machines as well as early prototypes and commercial products with regard to the human‐machine interface. By means of this I will ask how feminist critiques of technology could be applied to the field of social robotics in which concepts like sociality or emotion are crucial elements while, at the same time, these concepts play an important role in feminist critiques of technology. (shrink)

In honoring Carroll Izard’s contributions to emotion research, we discuss infant facial activity and emotion expression. We consider the debated issue of whether infants are biologically prepared to express specific emotions. We offer a perspective that potentially integrates differing viewpoints on infant facial expression of emotion. Specifically, we suggest that evolution has prepared infants with innate action readiness patterns, which are crucial for early infant–caregiver social interaction, and in the course of social interaction specific facial configurations acquire functional (...) significance, becoming associated with specific emotions. Research has not confirmed the presence of innate neurophysiological action patterns that map onto discrete emotions but evidence indicates that the possibility has not been ruled out. (shrink)

Several cognitive accounts of human communication argue for a language-independent, prelinguistic basis of human communication and language. The current study provides evidence for the universality of a prelinguistic gestural basis for human communication. We used a standardized, semi-natural elicitation procedure in seven very different cultures around the world to test for the existence of preverbal pointing in infants and their caregivers. Results were that by 10–14 months of age, infants and their caregivers pointed in all cultures in the same basic (...) situation with similar frequencies and the same proto-typical morphology of the extended index finger. Infants’ pointing was best predicted by age and caregiver pointing, but not by cultural group. Further analyses revealed a strong relation between the temporal unfolding of caregivers’ and infants’ pointing events, uncovering a structure of early prelinguistic gestural conversation. Findings support the existence of a gestural, language-independent universal of human communication that forms a culturally shared, prelinguistic basis for diversified linguistic communication. (shrink)

Three visual habituation studies using abstract animations tested the claim that infants’ attachment behavior in the Strange Situation procedure corresponds to their expectations about caregiver–infant interactions. Three unique patterns of expectations were revealed. Securely attached infants expected infants to seek comfort from caregivers and expected caregivers to provide comfort. Insecure-resistant infants not only expected infants to seek comfort from caregivers but also expected caregivers to withhold comfort. Insecure-avoidant infants expected infants to avoid seeking comfort from caregivers and expected caregivers (...) to withhold comfort. These data support Bowlby’s (1958) original claims—that infants form internal working models of attachment that are expressed in infants’ own behavior. (shrink)

In contemporary Western societies, infants in the first 3 months cry more than at any other time during their life. Although this crying is believed to function to assure nutrition, protection, and mother-infant interaction thought to be essential for later attachment, it also predisposes to complaints of excessive crying (“colic”), discontinuing breast-feeding, and, in the extreme case, child abuse. A resolution of this apparent paradox is proposed based on evidence that elements of caregiving are important determinants of some aspects (...) of early crying. It is argued that early human crying under caretaking conditions typical in Western societies is characterized by prolonged crying bouts, that it is specifically the length of crying bouts (rather than frequency or pattern) that is affected by caregiving practice, and that prolonged crying bouts are probably not characteristic with caretaking practices typical in non-Western societies and possibly in our evolutionary past. It is suggested that caregiving behaviors may recruit normal physiological functions that potentiate cry bout duration in Western caregiving contexts, but reduce it in others. Frequent, short bouts are sufficient, and probably better suited than long bouts, to promote all the positive and presumably adaptive functions claimed for infant crying. Furthermore, they may have provided a mechanism by which infants could enhance their own fitness. (shrink)

Taking a distributed view of language, this paper naturalizes symbol grounding. Learning to talk is traced to — not categorizing speech sounds — but events that shape the rise of human-style autonomy. On the extended symbol hypothesis, this happens as babies integrate micro-activity with slow and deliberate adult action. As they discover social norms, intrinsic motive formation enables them to reshape co-action. Because infants link affect to contingencies, dyads develop norm-referenced routines. Over time, infant doings become analysis amenable. The caregiver (...) of a nine-month-old may, for example, prompt the baby to fetch objects. Once she concludes that the baby uses ‘words’ to understand what she says, the infant can use this belief in orienting to more abstract contingencies. New cognitive powers will develop as the baby learns to act in ways that are consistent with a caregiver’s false belief that her baby uses ‘words.’. (shrink)

Our starting point for the origins of language goes beyond prosody or infant-directed speech to highlight the affective, multimodal, and co-constructed nature of meaning-making that was likely present before the split between African great apes and hominins. Analysis of vocal and gestural caregiving practices in hominins, and of meaning-making via gestural interaction in African great apes, supports our thesis.

While distinguishing between the actions and physical boundaries of self and other (non-self) is usually straightforward there are contexts in which such differentiation is challenging. For example, self–other ambiguity may occur when actions of others are similar or complementary to those of the self. Even in the absence of such situational challenges, individuals experiencing hallucinations have difficulties with this distinction, often experiencing thoughts or actions of self as belonging to other agents. This paper explores the role of ambiguity in self–other (...) differentiation, drawing from developmental, psychodynamic, and neurocognitive perspectives. A key proposal is that engagement in contexts that make distinctions between self and other challenging yet necessary allow reality-testing skills related to agency to develop. Attunement in typical caregiver–infant interactions is framed as a safe but inherently ambiguous environment that provides optimal condition for the infant to develop a coherent self–other sense. Vulnerability to psychosis may be related to limited access to such an environment in early development. However, the perceptual, cognitive, and social skills that contribution to attribution are likely to be malleable following infancy and improve though opportunities for boundary play in similarly ambiguous settings. Using music-making to illustrate, we postulate that engagement in intricate joint-actions that blurs agentic boundaries can contribute to the continued development of an adaptive sense of self and other essential to healthy social functioning. Increased insight into the self–other ambiguity may enhance our understanding of mechanisms underlying “self-disorders” such as schizophrenia and eventually extend the range of social and arts-based therapeutic possibilities. (shrink)

Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive to eye gaze from very early on. However, the question of why infants show gaze-sensitive behavior, and what role this sensitivity to gaze plays in their language development, is not yet well-understood. To gain a better understanding of the role of eye gaze in infants' language learning, we conducted a broad systematic review of the developmental literature for all studies that investigate the role of eye gaze (...) in infants' language development. Across 77 peer-reviewed articles containing data from typically developing human infants in the domain of language development, we identified two broad themes. The first tracked the effect of eye gaze on four developmental domains: vocabulary development, word–object mapping, object processing, and speech processing. Overall, there is considerable evidence that infants learn more about objects and are more likely to form word–object mappings in the presence of eye gaze cues, both of which are necessary for learning words. In addition, there is good evidence for longitudinal relationships between infants' gaze following abilities and later receptive and expressive vocabulary. However, many domains are understudied; further work is needed to decide whether gaze effects are specific to tasks, such as word–object mapping or whether they reflect a general learning enhancement mechanism. The second theme explored the reasons why eye gaze might be facilitative for learning, addressing the question of whether eye gaze is treated by infants as a specialized socio-cognitive cue. We concluded that the balance of evidence supports the idea that eye gaze facilitates infants' learning by enhancing their arousal, memory, and attentional capacities to a greater extent than other low-level attentional cues. However, as yet, there are too few studies that directly compare the effect of eye gaze cues and non-social, attentional cues for strong conclusions to be drawn. We also suggest that there might be a developmental effect, with eye gaze, over the course of the first 2 years of life, developing into a truly ostensive cue that enhances language learning across the board. (shrink)

Introduction: Motherese, or emotional infant directed speech, is the specific form of speech used by parents to address their infants. The prosody of IDS has affective properties, expresses caregiver involvement, is a marker of caregiver-infant interaction quality. IDS prosodic characteristics can be detected with automatic analysis. We aimed to explore whether pregnant women “speak” to their unborn baby, whether they use motherese while speaking and whether anxio-depressive or obstetrical status impacts speaking to the fetus.Participants and Methods: We conducted an (...) observational study of pregnant women with gestational ages from 26 to 38 weeks. Women were recruited in a university hospital department of obstetrics. Thirty-five women agreed to participate in the study, and 26 audio records were exploitable. We collected obstetrical and sociodemographic data, pregnancy outcomes, anxiety and depressive status using the Covy and Raskin Scales, and life events using the Sensations During Pregnancy and Life Event Questionnaire. Each participant was left alone with an audio recorder with a recommendation to feel free to speak to her fetus as she would have done at home. The recording was stopped after 3 min. Audio recordings were analyzed by two methods: psycholinguist experts' annotation and computational objective automatic analyses.Results: Most mothers reported speaking to their fetuses. We found a correlation between maternal first perceptions of fetal movements and the start of mother's speaking to fetus. Motherese prosody was detected with both annotation and automatic analysis with a significant correlation between the two methods. In this exploratory study, motherese use was not associated with maternal anxiodepressive or obstetrical status. However, the more future mothers were depressed, the less they spoke with their fetuses during the recording.Conclusion: Fetal directed speech can be detected during pregnancy, and it contains a period of prosody that shares the same characteristics of motherese that can be described as prenatal motherese or emotional fetal-directed speech. This means that pregnant women start using motherese much earlier than expected. FDS seems to be correlated with maternal first perceptions of fetal movements and depression scores. However, more research is needed to confirm these exploratory results. (shrink)

Despite an increase in research examining maternal and infant touch, and documenting its public health impact, this mode of interaction has historically been omitted from related fields of developmental research in human and non‐human primates. The broad aim of this review is to examine to what extent mother–infant touch has been included in relational paradigms and research. We argue that although theoretical and empirical scholarship on attachment and maternal sensitivity conceptualizes touch as fundamental to caregiver–infant interactions and child (...) development more broadly, touch is rarely operationalized or measured in caregiver–infant interaction paradigms or clinical interventions. Data from primarily human, but also non‐human, primates are reviewed to document the importance of touch, and clinical research is reviewed to document the formal use of touch in human attachment and sensitivity research and intervention. The review closes with recommended directions for future research and related implications. (shrink)

In this synthesis, we summarize studies that yielded evidence of jealousy in young infants. To shed light on this phenomenon, we present evidence that jealousy’s foundation rests on history of dyadic interactions with caregivers which engender infants’ expectations of exclusivity, and on maturation of sociocognitive capacities that enable infants to evaluate whether an exchange between their caregiver and another child represents a violation of that expectation. We conclude with a call for greater study of the antecedents and sequelae of both (...) normative and atypical presentations of jealousy. In addition, we recommend approaches that address jealousy across a range of relationships, both within and beyond those which include attachment figures. (shrink)

Parallels to Shanker & King's (S&K's) proposal for a model of language teaching that values dyadic interaction have long existed in language development, for the neotenous human infant requires care, which is inherently interactive. Interaction with talking caregivers facilitates language learning. The “new” paradigm thus has a decidedly familiar look. It would be surprising if some other paradigm worked better in animals that have no evolutionary linguistic history.

This article examines infant attachment styles from the perspective of cognitive and emotional subjectivity. We review new data that show that individual differences in infants’ attachment behaviors in the traditional Strange Situation are related to (a) infants’ subjective construals of infant—caregiver interactions, (b) their attention to emotional expressions, and (c) polymorphisms in the oxytocin receptor (OXTR) gene. We use these findings to argue that individual differences in infants’ attachment styles reflect, in part, the subjective outcomes of objective experience as filtered (...) through genetic biases in socioemotional information processing. (shrink)

Music is at the centre of what it means to be human – it is the sounds of human bodies and minds moving in creative, story-making ways. We argue that music comes from the way in which knowing bodies (Merleau-Ponty) prospectively explore the environment using habitual 'patterns of action' which we have identified as our innate ‘communicative musicality’. To support our argument, we present short case studies of infant interactions using micro analyses of video and audio recordings to show the (...) timings and shapes of intersubjective vocalisations and body movements of adult and child while they improvise shared narratives of meaning. Following a survey of the history of discoveries of infant abilities, we propose that the gestural narrative structures of voice and body seen as infants communicate with loving caregivers are the building blocks of what become particular cultural instances of the art of music, and of dance, theatre and other temporal arts. Children enter into a musical culture where their innate communicative musicality can be encouraged and strengthened through sensitive, respectful, playful, culturally informed teaching in companionship. The central importance of our abilities for music as part of what sustains our well-being is supported by evidence that communicative musicality strengthens emotions of social resilience to aid recovery from mental stress and illness. Drawing on the experience of the first author as a counsellor, we argue that the strength of one person’s communicative musicality can support the vitality of another’s through the application of skilful techniques that encourage an intimate, supportive, therapeutic, spirited companionship. Turning to brain science, we focus on hemispheric differences and the affective neuroscience of Jaak Panksepp. We emphasise that the psychobiological purpose of our innate musicality grows from the integrated rhythms of energy in the brain for prospective, sensation-seeking affective guidance of vitality of movement. We conclude with a Coda that recalls the philosophy of the Scottish Enlightenment, which built on the work of Heraclitus and Spinoza. This view places the shared experience of sensations of living – our communicative musicality – as inspiration for rules of logic formulated in symbols of language. (shrink)

Husserl offers insight into the constituting of the self-aware ego through time-consciousness. Yet his account does not satisfactorily explain how this ego can experience itself as presently acting. Furthermore, although he acknowledges that the Now is not a knife-edge present, he does not show what determines its duration. These shortfalls and others are overcome through a change of starting point. Citing empirical evidence, I take it as a basic given that when a caregiver frontally engages an infant of two months (...) or so, the infant is aware of a person attending. The attending, I propose, is experienced by the infant as having an implicit target, a focal center. In the infant’s awareness, the carer’s focal center is the self. When a You is perceived as attending, a self is apperceived. I argue that such dependence on a You’s attending continues lifelong in derivative forms. I explore the idea that original time is a partial oscillation of awareness between the perceived You and the apperceived self. I then show how, from this oscillation, the ordinary experience of time is derived. (shrink)

Modeling of evolution and development of language has principally utilized mature units of spoken language, phonemes and words, as both targets and inputs. This approach cannot address the earliest phases of development because young infants are unable to produce such language features. We argue that units of early vocal development—protophones and their primitive illocutionary/perlocutionary forces—should be targeted in evolutionary modeling because they suggest likely units of hominin vocalization/communication shortly after the split from the chimpanzee/bonobo lineage, and because early development of (...) spontaneous vocal capability is a logically necessary step toward vocal language, a root capability without which other crucial steps toward vocal language capability are impossible. Modeling of language evolution/development must account for dynamic change in early communicative units of form/function across time. We argue for interactive contributions of sender/infants and receiver/caregivers in a feedback loop involving both development and evolution and propose to begin computational modeling at the hominin break from the primate communicative background. (shrink)

When I see a mountain to be far away, there is non-reflective awareness of myself as that from which distance is measured. Likewise, there is self-awareness when I see a tree as offering shade or a hiding place. In such cases, how can the self I am aware of be the same as I who am aware of it? Can the perceived be its perceiver? Mobilizing infancy research, I offer the following thesis as to how one can be aware of (...) oneself, at a single stroke, as perceiver and as embodied entity. During face-to-face interaction at 2 or 3 months, the infant has a sensuous perception of the caregiver as well as a non-sensuous impression of something she is eyeing and vocalizing toward. This implicit target is the self as it first becomes present to the child. It is shown how the target of her attending is experienced by him as embodied, active, affective, and continuous. After acquiring language, however, the child becomes capable of playing the caregiver toward himself: He can speak in her manner while listening as the one addressed. Thus the relation is internalized. The outcome is the independent and secure self-awareness that typifies post-infancy life. Independence bears a price, which is assessed. (shrink)

It has been proposed that the design of robots might benefit from interactions that are similar to caregiver–child interactions, which is tailored to children’s respective capacities to a high degree. However, so far little is known about how people adapt their tutoring behaviour to robots and whether robots can evoke input that is similar to child-directed interaction. The paper presents detailed analyses of speakers’ linguistic behaviour and non-linguistic behaviour, such as action demonstration, in two comparable situations: In one experiment, (...) parents described and explained to their nonverbal infants the use of certain everyday objects; in the other experiment, participants tutored a simulated robot on the same objects. The results, which show considerable differences between the two situations on almost all measures, are discussed in the light of the computer-as-social-actor paradigm and the register hypothesis. Keywords: child-directed speech ; motherese; robotese; motionese; register theory; social communication; human–robot interaction ; computers-as-social-actors; mindless transfer. (shrink)

Emotion regulation is an umbrella term to describe interactive, goal-dependent explicit and implicit processes that are intended to help an individual manage and shift an emotional experience. The primary window for appropriate emotion regulation development occurs during the infant, toddler, and preschool years. Atypical emotion regulation development is considered a risk factor for mental health problems and has been implicated as a primary mechanism underlying childhood pathologies. Current treatments are predominantly verbal- and behavioral-based and lack the opportunity to practice in-the-moment (...) management of emotionally charged situations. There is also an absence of caregiver-child interaction in these treatment strategies. Based on behavioral and neural support for music as a therapeutic mechanism, the incorporation of intentional music experiences, facilitated by a music therapist, may be one way to address these limitations. Musical Contour Regulation Facilitation is an interactive therapist-child music-based intervention for emotion regulation development practice in preschoolers. The Musical Contour Regulation Facilitation intervention uses the deliberate contour and temporal structure of a music therapy session to mirror the changing flow of the caregiver-child interaction through the alternation of high arousal and low arousal music experiences. The purpose of this paper is to describe the Therapeutic Function of Music, a theory-based description of the structural characteristics for a music-based stimulus to musically facilitate developmentally appropriate high arousal and low arousal in-the-moment emotion regulation experiences. The Therapeutic Function of Music analysis is based on a review of the music theory, music neuroscience, and music development literature and provides a preliminary model of the structural characteristics of the music as a core component of the Musical Contour Regulation Facilitation intervention. (shrink)

This paper provides a theoretical exploration of how comparative research on the expression of emotions has traditionally focused on the visual mode and argues that, given the neurophysiological, developmental, and behavioral evidence that links touch with social interactions, focusing on touch can become an ideal mode to understand the communication of emotions in human and nonhuman primates. This evidence shows that touch is intrinsically linked with social cognition because it motivates human and nonhuman animals from birth to form social bonds. (...) It will be shown that touch is one of the modes of interaction used by the mother-infant or caregiver- infant dyad that facilitates the expression of emotions by the infant (and later the expression of emotions by the adult that the infant has become) in ways that are understood by other members of the group. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Affect Attunement in the Caregiver-Infant Relationship and Across SpeciesExpanding the Ethical Scope of ErosCynthia WillettCompelling glimpses into the ethical capacities of our animal kin reveal new possibilities for ethical relationships encompassing humans with other animal species. Consider the remarkable report of a female bonobo in a British zoo who assists a bird found in her cage by retrieving the fallen bird, and spreading its wings so that this fellow (...) creature might fly away to its freedom. Or the report of a cat in a nursing home who curls up around dying elderly patients, and remains steadily by their side as they, unbeknownst to the medical personnel, pass away.1 Or of a sacred moment of silence by a stream for baboons in East Africa.2 Or of the ethics that spontaneously emerges among wolves at play.3 On the basis of extensive studies, biologist Frans de Waal argues that such anecdotes are far from rare, and that some core elements of moral understanding and compassion occur among a significant range of nonhuman as well as the human animal species. Apes, monkeys, and perhaps all nonhuman animals fail to display a distinctly human capacity for abstract moral reasoning. As de Waal (2006) remarks, it is difficult to tell (173–75). But our furry and feathery kin do without a doubt demonstrate rich elements of ethical response, and they often enough extend their moral concern to creatures beyond their own species. Of course, they will also bite each other’s heads off or eat their own young as well. But this is just to say that animals are neither natural [End Page 111] innocents nor savage brutes. Like us, they belong to what post-Nietzschean philosophers might frame, somewhat ironically, as a postlapsarian world of good and evil.What kind of philosophical approach could account for these postlapsarian genealogies of ethics? Biologists, primatologists, and anthropologists are drawing upon investigations of prosocial behavior to remap the boundaries of ethics, as for example in Isabelle Stengers’s call for cosmopolitical ecologies of relationships (2010, 33). Such a cosmopolitics aims to encompass our kin and kind from diverse species within the ethical boundaries of common worlds. Donna Haraway discovers an opening for Stengers’s ecology of relationships in the intimate encounters among co-evolving species, especially those she calls companion species (2008, 83). She argues, following Derrida, that the abstract reasoning processes of Stoic and Kantian cosmopolitan ethics remain closed to the participation of nonhuman animals as anything more than dependents, failing to observe the ways in which they act as companions, if not moral subjects. But then, what normative force might bind together an ethically attuned biosocial sphere that we as humans co-inhabit with other animal species?To explore this question, this essay takes its cues from well-established research on the responsive, preverbal connection of the human infant and adult caregiver (Bateson 1979; Trevarthen 1984; Stern 1985, 2010; Gibbs 2001, 2010; Hansen 2004; Anderson 2006; Papoulias and Callard 2010; Willett 1995, 2001). To this research we can add new animal studies (Smuts 1999, 2001; Fudge 2002; de Waal 2006, 2009; Bekoff 2007; Molnar 2008; Haraway 2008). These animal studies provide a basis for extending an “ethics of eros” with roots in Luce Irigaray, Michel Foucault, Enrique Dussel, Africana feminism, Freudo-Marxist critical theory, and Plato (for discussions of this tradition, see Bergoffen 1997; Huffer 2009; Willett 2001)—but reconfigured in terms of social bonds across multiple animal species. In this tradition of ethics, the lack of a cognitive-based moral subjectivity that can translate into human terms does not consign nonhuman species to a mute moral status. On the contrary, some more primordial basis for relationship and meaning may weave thin but substantial threads of a postmoral ethics across regions of the biosphere.Given the diverse modes of subjectivity among animal species, and even the lack of what we call a moral subject altogether in many species, neither ordinary modes of empathy nor of moral understanding go very far in forging multispecies social bonds. For this reason, we turn to research on “the attunement of affects” in the infant-caregiver relationship (Stern 1985). As we shall see, this... (shrink)

In addition to the socio-relational framework of expressive behaviors (SRFB), we recommend integrating theoretical and empirical findings based on attachment theory. We advocate a dynamic interpretation of early caregiver–child interaction. The consequences of models from developmental psychology for the occurrence of psychopathology are demonstrated from a clinical perspective.

_Background:_ Several studies have shown a connection between mothers with postnatal depression (PND) and emotional-behavioral problems in their children. Mothers’ psychopathology may impair interactional patterns with children and these outcomes can be influenced by father’s psychopathological symptoms. The primary aim of the study was to assess over time parent-infant interaction in families where mothers have experienced PND and have received psychological treatment during the child’s first year of life considering the severity of parents’ psychopathological symptoms and children’s temperament. _Methods:_ (...) Three groups of families were involved: families with mothers with PND wherein both parents followed a psychological treatment (TxMF); families with mothers affected by PND wherein only the mother followed the treatment (TxM) and control families wherein the mothers did not have a psychopathological diagnosis and did not receive any treatment (Con). The families were assessed at two time points through Symptom Check-List-90-Revised (SCL-90-R), Questionari Italiani Temperamento (QUIT) and the video-recorded procedure observing mealtime Scala di Valutazione Interazioni Alimentari (SVIA). _Results:_ Parents in the TxMF group had significantly lower SVIA scores (i.e., less maladaptive) at T2. TxMF group scored lower at T2 at SCL-90-R, whereas TxM showed no significant differences between T1 and T2. Involvement of fathers in the treatment was important to improve the psychopathological symptoms of both parents and the quality of interactions with their children. (shrink)

The relationships between captive primates and their caregivers are critical ones and can affect animal welfare. This study tested the effect of caregivers using chimpanzee behaviors or not, in daily interactions with captive chimpanzees. In the Chimpanzee Behavior condition the caregiver presented chimpanzee behaviors. In the Human Behavior condition the caregiver avoided using chimpanzee behaviors. The chimpanzees had individual patterns of response and had significant differences in their responses to each condition. These data are compared to a similar study conducted (...) at The Zoo Northwest Florida. Both groups of chimpanzees were sensitive and responsive to the differences in conditions. These data suggest ways to improve animal welfare. (shrink)

The present study examined early social game routines during natural face-to-face mother–infant interactions and their relationship with oxytocin. Forty-three mother–infant dyads were observed, when infants were 4 months old, during a procedure involving a baseline and a natural interaction, where mothers were instructed to interact with their infants as they would at home. During this procedure four saliva samples from mothers and infants were collected to determine levels of oxytocin at different time points. Social game routines and infant social (...) engagement (gaze, positive, and negative affect) were coded during the natural interaction. Social games were observed in 76.7% of the mother–infant dyads, and 46 different types of games were identified. Mothers initiated games to re-engage infants significantly more often than when infants were already engaged with them. During the games, infants showed more positive affect and less negative affect in comparison to the rest of the interaction. Finally, maternal increase in oxytocin from before to after the natural interaction was positively correlated with game rate and time spent in games, while infant increase in oxytocin from before to after the natural interaction was inversely related to game rate. These results indicate that social games are an inherent part of early mother–infant interactions, and their occurrence is associated with oxytocin of both infants and mothers. (shrink)

In recent years, some scholars have claimed that humans are unique in their capacity and motivation to engage in cooperative communication and extensive, fast-paced social interactions. While research on gestural communication in great apes has offered important findings concerning the gestural repertoires of different species, very little is known about the sequential organization of primates’ communicative behavior during interactions. Drawing on a conversation analytic framework, this paper addresses this gap by investigating the sequential organization of bonobo mother-infant interactions, and more (...) specifically, how individuals solicit carries from one another. It shows how bonobos establish participation frameworks before producing a carry request gesture and how the ensuing communicative actions can be organized in adjacency-pair sequences. Moreover, the timing between the initiation of an action and its response is similar to what has been documented in adult human interaction. Finally, it outlines some of the orderly practices bonobos use to deal with the absence of response from the addressed participants in carry sequences. Keywords: adjacency pair; pan paniscus ; conversation analysis; gestures; interactional time; sequence organization. (shrink)

Presentamos las dificultades relatadas por estudiantes de pedagogía de dos universidades latinoamericanas, en el contexto de la pandemia COVID-19. Los datos fueron obtenidos a partir de registros escritos y encuestas respondidas por los estudiantes y analizados a partir de una visión freireana de educación. Los problemas junto con el sufrimiento emocional de los jóvenes revelaron el distanciamiento entre docentes y estudiantes y entre sus pares, lo que impactó su proceso formativo. Una práctica educativa que valore el diálogo y los contextos (...) de intereses y motivaciones de los estudiantes se torna fundamental para su formación académica más humana, integrada y transdisciplinar. (shrink)

Human infants are born ready to respond to affiliative signals of a caretaker's face, body, and voice. This ritualized behavior in ancestral mothers and infants was an adaptation that gave rise to music and dance as exaptations for promoting group ritual and other social bonding behaviors, arguing for an evolutionary relationship between mother and infant bonding and both music and dance.

Action understanding of children develops from simple associative learning to mentalizing. With the rise of embodied cognition, the role of interoception in action observation and action understanding has received more attention. From a developmental perspective, this study proposes a novel developmental model that explores how interoception promotes action understanding of children across ages. In early infancy, most actions observed in infants come from interactions with their caregivers. Babies learn about action effects through automatic interoceptive processing and interoceptive feedback. Interoception in (...) early infancy is not fully developed, such as the not fully developed gastrointestinal tract and intestinal nervous system. Therefore, in early infancy, action understanding is based on low-level and original interoceptive information. At this stage, after observing the actions of others, infants can create mental representations or even imitate actions without external visual feedback, which requires interoception to provide internal reference information. By early childhood, children begin to infer action intentions of other people by integrating various types of information to reach the mentalizing level. Interoception processing requires the integration of multiple internal signals, which promotes the information integration ability of children. Interoception also provides inner information for reasoning about action intention. This review also discussed the neural mechanisms of interoception and possible ways by which it could promote action understanding of children. In early infancy, the central autonomic neural network (CAN) automatically processes and responds to the actions of caregivers on infants, providing interoceptive information for action understanding of infants. In infancy, the growth of the somatomotor system provides important internal reference information for observing and imitating the actions of infants. In early childhood, the development of interoception of children facilitates the integration of internal and external information, which promotes the mentalization of action understanding of children. According to the proposed developmental model of action understanding of children promoted by interoception, there are multilevel and stage-dependent characteristics that impact the role of interoception in action understanding of children. (shrink)

Our perception of the world and our relationships with other people are not, I argue, distinct activities. Focusing, first, on Merleau-Ponty’s description in the Phenomenology of Perception of his playful interaction with an infant, and, second, on contemporary research on the phenomena referred to as neonate imitation, joint attention, and mutual gaze, I argue that perception can be a collaborative endeavor. Moreover, this collaborative endeavor, which is definitive of both infant and adult perception, entails trust; our trust in others (...) is not simply a feeling that we perceive but also a way of perceiving. As infants, our trust in others is our perception of the world we share with our caregivers as the world we will also share with others; it is our perception of the world we share with our caregivers as real. As adults, we live our trust in others by perceiving the objects that surround us in ways that protect, rather than damage, the shared worlds that we create in our relationships with them. (shrink)

In museum settings, caregivers support children's learning as they explore and interact with exhibits. Museums have developed exhibit design and facilitation strategies for promoting families' exploration and inquiry, but these strategies have rarely been contrasted. The goal of the current study was to investigate how prompts offered through staff facilitation vs. labels printed on exhibit components affected how family groups explored a circuit blocks exhibit, particularly whether children set and worked toward their own goals, and how caregivers were involved in (...) children's play. We compared whether children, their caregivers, or both set goals as they played together, and the actions they each took to connect the circuits. We found little difference in how families set goals between the two conditions, but did find significant differences in caregivers' actions, with caregivers in the facilitation condition making fewer actions to connect circuits while using the exhibit, compared to caregivers in the exhibit labels condition. The findings suggest that facilitated and written prompts shape the quality of caregiver-child interactions in distinct ways. (shrink)

This paper investigates musical relationships in the case of the early mother-infant dyadic interactions. To accomplish this task, it is first needed to come back to some important authors from the tradition of both phenomenology and psychoanalysis. The theories of Husserl, Schutz and Taipale will prove themselves to be useful. Secondly, I shall deepen the investigation of the early mother-infant interactions through the prism of theories coming from Winnicott, Stern and Thomas Fuchs. My main task will be to demonstrate that (...) these early interactions have a musical quality, similar to Colwyn Trevarthen’s thematization of communicative musicality. To prove my point, I have to first establish the features that make these early interactions be musical-like. Winnicott’s potential space and the example of babbling will follow my argumentation. I will also stress on the importance of the face-to-face interaction through affect attunement and mutual tuning-in. All these interactions are modes of being-with-another (Stern). An example will be found throughout this paper, namely a specific mode of being-with-another, which was called by Winnicott the primary maternal preoccupation. (shrink)

Gaze behavior is an important component of children’s language, cognitive, and sociocultural development. This is especially true for young deaf children acquiring a signed language—if they are not looking at the language model, they are not getting linguistic input. Deaf caregivers engage their deaf infants and toddlers using visual and tactile strategies to draw in, support, and promote their child’s visual attention; we argue that these caregiver actions create a developmental niche that establishes the visual modality capital their child needs (...) for successful sign language learning. But most deaf children do not have deaf signing parents and they will need to rely on adult signing teachers if they are to acquire a signed language at an early age. This study examines classroom interactions between a Deaf teacher, her teacher’s aide, and six deaf preschoolers to document the teachers’ “everyday practices” as they socialize the gaze behavior of these children. Utilizing a detailed behavioral and linguistic analysis of two video-recorded book-sharing contexts, we present data summarizing the teacher’s attention-getting actions directed toward the children and the discourse-embedded cues that signal the teacher’s expectations for student participation in the signed conversation. We observed that the teacher’s behaviors differed according to the parent status of the deaf preschooler suggesting that Deaf children of Deaf parents arrive to the preschool classroom with well-developed self-regulation of their attention or gaze. The teachers also used more physical and explicit cueing with the deaf children of hearing parents—possibly to promote their ability to leverage the visual modality for sign language acquisition. We situate these socialization patterns within a framework that integrates notions of intuitive or indigenous practices, developmental niche, and modality capital. Implications for early childhood deaf education are also discussed. (shrink)

However one conceives of the relation between a sign and its significate, referring is a communicative act in which a speaker must intentionally direct the attention of an interlocutor to some object, event, or state of affairs that the speaker has in mind. This article examines the ontogenesis and phylogenesis of acts of referring, with special concern for the possible nature of sign-significate relationships. Findings from developments psychology indicate that a group of abilities and skills underlie the ability to refer. (...) Infants follow the gaze of others to objects of attention, and enjoy joint attention with others. Interactions with caregivers in routines well known to the child enable her to achieve joint attention with the adult on a particular ingredient in the routine. In this way, the ability to refer develops from certain "language games ", interactions that combine goal-seeking and joint attention. (shrink)

The overwhelming majority of commentary on fetal pain has looked at the maturation of cortical pathways to decide a lower age limit for fetal pain. This approach assumes pain can be felt directly from neural activation and ignores psychological development. Here we propose that neural activation is a necessary but not a sufficient condition for phenomenological experience, including pain. Isolated neural activation is just one physical fact amongst an infinity of physical facts that requires order or structure to be isolated (...) and experienced. A new theoretical approach is necessary to understand essential phenomenological experience. We conjecture that infant caregiver interaction provides the necessary order or structure so that the infant can isolate fundamental sense experiences delivered by neural activity. Cortical structures provide the necessary neural basis for qualia but qualia are revealed as phenomenological only as the infant becomes a subjective self. (shrink)

The COVID-19 pandemic has necessitated innovations in data collection protocols, including use of virtual or remote visits. Although developmental scientists used virtual visits prior to COVID-19, validation of virtual assessments of infant socioemotional and language development are lacking. We aimed to fill this gap by validating a virtual visit protocol that assesses mother and infant behavior during the Still Face Paradigm and infant receptive and expressive communication using the Bayley-III Screening Test. Validation was accomplished through comparisons of data collected during (...) in-person laboratory visits and virtual visits conducted via Zoom. Of the 119 mother-infant dyads who participated, 73 participated in lab visits only, 13 participated in virtual visits only, and 33 dyads participated in a combination of lab and virtual visits across four time points. Maternal perspectives of, and preferences for, virtual visits were also assessed. Proportions of missing data were higher during virtual visits, particularly for assessments of infant receptive communication. Nonetheless, comparisons of virtual and laboratory visits within a given time point indicated that mothers and infants showed similar proportions of facial expressions, vocalizations and directions of gaze during the SFP and infants showed similar and expected patterns of behavioral change across SFP episodes. Infants also demonstrated comparable expressive and receptive communicative abilities across virtual and laboratory assessments. Maternal reports of ease and preference for virtual visits varied by infant age, with mothers of 12-month-old infants reporting, on average, less ease of virtual visits and a preference for in-person visits. Results are discussed in terms of feasibility and validity of virtual visits for assessing infant socioemotional and language development, and broader advantages and disadvantages of virtual visits are also considered. (shrink)

From birth to 15 months infants and caregivers form a fundamentally intersubjective, dyadic unit within which the infant’s ability to recognize gender/sex in the world develops. Between about 18 and 36 months the infant accumulates an increasingly clear and subjective sense of self as female or male. We know little about how the precursors to gender/sex identity form during the intersubjective period, nor how they transform into an independent sense of self by 3 years of age. In this Theory and (...) Hypothesis article I offer a general framework for thinking about this problem. I propose that through repetition and patterning, the dyadic interactions in which infants and caregivers engage imbue the infant with an embodied, i.e., sensori-motor understanding of gender/sex. During this developmental period (which I label Phase 1) gender/sex is primarily an intersubjective project. From 15 to 18 months (which I label Phase 2) there are few reports of newly appearing gender/sex behavioral differences, and I hypothesize that this absence reflects a period of developmental instability during which there is a transition from gender/sex as primarily inter-subjective to gender/sex as primarily subjective. Beginning at 18 months (i.e., the start of Phase 3), a toddler’s subjective sense of self as having a gender/sex emerges, and it solidifies by 3 years of age. I propose a dynamic systems perspective to track how infants first assimilate gender/sex information during the intersubjective period (birth to 15 months); then explore what changes might occur during a hypothesized phase transition (15 to 18 months), and finally, review the emergence and initial stabilization of individual subjectivity-the period from 18 to 36 months. The critical questions explored focus on how to model and translate data from very different experimental disciplines, especially neuroscience, physiology, developmental psychology and cognitive development. I close by proposing the formation of a research consortium on gender/sex development during the first 3 years after birth. (shrink)

This article elaborates on Putnam's ''discrete behavioral states'' model of dissociative identity disorder (Putnam, 1997) by proposing the involvement of the orbitalfrontal cortex in the development of DID and suggesting a potential neurodevelopmental mechanism responsible for the development of multiple representations of self. The proposed ''orbitalfrontal'' model integrates and elaborates on theory and research from four domains: the neurobiology of the orbitalfrontal cortex and its protective inhibitory role in the temporal organization of behavior, the development of emotion regulation, the development (...) of the self, and experience-dependent reorganizing neocortical processes. The hypothesis being proposed is that the experience-dependent maturation of the orbitalfrontal cortex in early abusive environments, characterized by discontinuity in dyadic socioaffective interactions between the infant and the caregiver, may be responsible for a pattern of lateral inhibition between conflicting subsets of self-representations which are normally integrated into a unified self. The basic idea is that the discontinuity in the early caretaking environment is manifested in the discontinuity in the organization of the developing child's self. (shrink)