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| Autor/in | Feldman, Ruth |
|---|---|
| Titel | From Biological Rhythms to Social Rhythms: Physiological Precursors of Mother-Infant Synchrony |
| Quelle | In: Developmental Psychology, 42 (2006) 1, S.175-188 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0012-1649 |
| Schlagwörter | Developmental Psychology; Infant Behavior; Physiology; Body Weight; Neonates; Parent Child Relationship; Sleep; Behavior Patterns; Mothers; Measurement Techniques |
| Abstract | Links between neonatal biological rhythms and the emergence of interaction rhythms were examined in 3 groups (N=71): high-risk preterms (HR; birth weight less than 1,000 g), low-risk preterms (LR; birth weight=1,700-1,850 g), and full-term (FT) infants. Once a week for premature infants and on the 2nd day for FT infants, sleep-wake cyclicity was extracted from 4-hr observations and cardiac vagal tone was measured. At term age, infant orientation was tested with the Neonatal Behavior Assessment Scale. At 3 months, arousal modulation and emotion regulation were assessed, and mother-infant synchrony was computed from microanalysis of face-to-face interactions using time-series analysis. Sleep-wake amplitudes showed a developmental leap at 31 weeks gestation, followed by a shift in vagal tone at 34 weeks gestation. At term, differences among FT, LR, and HR infants were observed for biological rhythms in a linear-decline pattern. Sleep-wake cyclicity, vagal tone, newborn orientation, and arousal modulation were each uniquely predictive of mother-infant synchrony. The organization of physiological oscillators appears to lay the foundation for the infant's capacity to partake in a temporally matched social dialogue. (Author). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5540; Fax: 202-336-5549; e-mail: journals@apa.org; Web site: http://www.apa.org/journals. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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