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Developmental trajectories of mother-infant joint activity: Maternal intervention, infant responses and interactional contingencies |
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Abstract:
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Background and Aims: Infants first show joint attention skills in the last quarter of the first year. However, it is not until 18 months of age that they are also capable of using these skills in sustained episodes of joint engagement, to share with an adult goals and plans about the objects of common interest. Therefore a relatively long period of time it needs between the onset of socio-cognitive skills and their effectivness to promote cooperative interactions. Although mothers can be supposed to help infants in advancing their competence, few data exixt about scaffolding behaviors in cooperative contexts as well as about infant responses. Even fewer are data about the development of both individual and interactive behaviors. In the present study we observed mother-infant social play upon common objects with the aim of investigating all the aspects just considered.
Methods: Eight mother-infant dyads were observed for 5’ every two weeks at home from 10 to 24 months. Each session has been video-recorded. Two coding schemes were applied for the mother and the infant respectively. As regards the first, maternal behaviors aimed at scaffolding infant skills in using objects were distinguished in tutorial (e.g. confirming, expanding) and didactic (e.g. demonstrating, requesting); as regards the second, infants responses to scaffolding behaviors were classified on the basis of their accordance to the maternal content (e.g.: attentional, generic, specific, no response). To trace the developmental trajectories of maternal and infant variables in the observed period both for the group and the individual dyads, a multilevel modelling tecnique was used. The same tecnique was applied to the interactional contingencies. In this case, Yule's Q coefficients, that represent the likelihood of a target behavior occurring after the occurrence of a given one, were regressed over time for mother as a given and infant as a target as well as for the reverse.
Key results: As regards maternal scaffolding, Requesting behavior increases linearly whereas Demonstrating decreases; Expanding increases in the first period, peaks at 15 months, remains stable until 20 months and then decreases, showing an inverted U-shaped trajectory. As regards infant behaviors, No responses are very frequent at the beginning and then decrease linearly; Specific responses are less frequent early in the period, increase linearly overcoming No responses at around 16 months of age and become largely prevalent at the end. Initial values of all variables are significantly different across dyads, but no significant differences we found in their developmental trends. As regards Yule’s Q trajectories, the likelihood of mother Expanding after infant Specific significantly decreases, whereas the likelihood of mother Confirming increases. For the reverse, the likelihood of infant No response after mother Expanding decreases, whereas the likelihood of infant Specific increases.
Conclusion. Results are discussed in terms of early development of cooperative skills in mother-infant object play. |
Author's Keywords:
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developmental trajectories, socio-cognitive skills, interactional contingency |
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Association:
Name: XVth Biennial International Conference on Infant Studies
URL: http://www.isisweb.org
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Citation:
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MLA Citation:
| Aureli, Tiziana. and Presaghi, Fabio. "Developmental trajectories of mother-infant joint activity: Maternal intervention, infant responses and interactional contingencies" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p93868_index.html> |
APA Citation:
| Aureli, T. and Presaghi, F. , 2006-06-19 "Developmental trajectories of mother-infant joint activity: Maternal intervention, infant responses and interactional contingencies" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan <Not Available>. 2009-05-25 from http://www.allacademic.com/meta/p93868_index.html |
Publication Type: Individual Poster
Abstract: Background and Aims: Infants first show joint attention skills in the last quarter of the first year. However, it is not until 18 months of age that they are also capable of using these skills in sustained episodes of joint engagement, to share with an adult goals and plans about the objects of common interest. Therefore a relatively long period of time it needs between the onset of socio-cognitive skills and their effectivness to promote cooperative interactions. Although mothers can be supposed to help infants in advancing their competence, few data exixt about scaffolding behaviors in cooperative contexts as well as about infant responses. Even fewer are data about the development of both individual and interactive behaviors. In the present study we observed mother-infant social play upon common objects with the aim of investigating all the aspects just considered.
Methods: Eight mother-infant dyads were observed for 5’ every two weeks at home from 10 to 24 months. Each session has been video-recorded. Two coding schemes were applied for the mother and the infant respectively. As regards the first, maternal behaviors aimed at scaffolding infant skills in using objects were distinguished in tutorial (e.g. confirming, expanding) and didactic (e.g. demonstrating, requesting); as regards the second, infants responses to scaffolding behaviors were classified on the basis of their accordance to the maternal content (e.g.: attentional, generic, specific, no response). To trace the developmental trajectories of maternal and infant variables in the observed period both for the group and the individual dyads, a multilevel modelling tecnique was used. The same tecnique was applied to the interactional contingencies. In this case, Yule's Q coefficients, that represent the likelihood of a target behavior occurring after the occurrence of a given one, were regressed over time for mother as a given and infant as a target as well as for the reverse.
Key results: As regards maternal scaffolding, Requesting behavior increases linearly whereas Demonstrating decreases; Expanding increases in the first period, peaks at 15 months, remains stable until 20 months and then decreases, showing an inverted U-shaped trajectory. As regards infant behaviors, No responses are very frequent at the beginning and then decrease linearly; Specific responses are less frequent early in the period, increase linearly overcoming No responses at around 16 months of age and become largely prevalent at the end. Initial values of all variables are significantly different across dyads, but no significant differences we found in their developmental trends. As regards Yule’s Q trajectories, the likelihood of mother Expanding after infant Specific significantly decreases, whereas the likelihood of mother Confirming increases. For the reverse, the likelihood of infant No response after mother Expanding decreases, whereas the likelihood of infant Specific increases.
Conclusion. Results are discussed in terms of early development of cooperative skills in mother-infant object play. |
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