Early Social Experience and Individual Differences in Infants' Joint Attention

Autor/inn/en	Gaffan, Elizabeth A.; Martins, Carla; Healy, Sarah; Murray, Lynne
Titel	Early Social Experience and Individual Differences in Infants' Joint Attention
Quelle	In: Social Development, 19 (2010) 2, S.369-393 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00533.x
Schlagwörter	Play; Mothers; Infants; Toys; Social Experience; Researchers; Depression (Psychology); Individual Differences; Parent Child Relationship; Socioeconomic Status; Mental Health; Neurology; Cognitive Development + Suchen Sie Ihr Suchwort? Spiel; Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Toy; Spielzeug; Soziale Erfahrung; Researcher; Forscher; Individueller Unterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socio-economic status; Sozioökonomischer Status; Psychohygiene; Neurologie; Kognitive Entwicklung
Abstract	Fifty-nine healthy infants were filmed with their mothers and with a researcher at two, four, six and nine months in face-to-face play, and in toy-play at six and nine months. During toy-play at both ages, two indices of joint attention (JA)--infant bids for attention, and percent of time in shared attention--were assessed, along with other behavioural measures. Global ratings were made at all four ages of infants' and mothers' interactive style. The mothers varied in psychiatric history (e.g., half had experienced postpartum depression) and socioeconomic status, so their interactive styles were diverse. Variation in nine-month infant JA--with mother and with researcher--was predicted by variation in maternal behaviour and global ratings at six months, but not at two or four months. Concurrent adult behaviour also influenced nine-month JA, independent of infant ratings. Six-month maternal behaviours that positively predicted later JA (some of which remained important at nine months) included teaching, conjoint action on a toy, and global sensitivity. Other behaviours (e.g., entertaining) negatively predicted later JA. Findings are discussed in terms of social-learning and neurobiological accounts of JA emergence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10