Communication in early infancy: An arena of intersubjective learning

Tiny shifts, major ripples: Unravelling micro-mechanisms in the building of mother-infant attachment and psychophysiological regulation

Parental nurturing touch plays a crucial role in early infant development by activating C-Tactile afferents, which trigger neurobiological pathways essential for parent-infant bonding and the building of attachment. This process is said to regulate the infant's parasympathetic nervous system, fostering emotional and physiological connection with the caregiver. Research has consistently shown that CT-mediated touch enhances infant parasympathetic tone, yet no clear patterns of mutual co-regulation between parent and infant have been reported. Here, we replicated our previous study design to test the impact of three minutes of maternal stroking touch on mother-infant cardiorespiratory regulation, using no-touch pre- and post-stroking baselines. To control for potential confounds, we standardised the infant's holding position, used active baselines (i.e., active group) instead of resting baselines (i.e., resting group) to account for maternal metabolic activity, and compared stroking with and without massaging oil in the active group. Electrocardiogram (ECG) and respiration were measured in 30 mother-infant dyads (active group) and 24 mother-infant dyads (resting group) (infants aged 5-14 weeks) to calculate RRI-intervals (RRI), respiration frequency (fR), and Respiratory Sinus Arrhythmia (RSA). Surprisingly, no significant changes in mother and infant cardiorespiratory measures were observed in the active contrary to the resting group and the use of massaging oil had no notable impact in the active group. We suggest that these lack of changes show that subtle experimental manipulations have an influence on maternal-infant co-regulation, emphasising the importance of using research designs that respect the individualised ecological environment of parent-infant interactions and the role of micro-processes and multisensory integration in shaping regulatory attachment dynamics.

Parental Evaluation of a Responsive Parenting Program for Infants with Hearing Loss

BACKGROUND

Parental satisfaction is an important factor in the evaluation of early intervention programs but is rarely investigated. The Muenster Parental Program (MPP) is a short, evidence-based early intervention program that focuses on parental responsiveness. It is a family-centered intervention for parents of infants aged 3-18 months who have recently been diagnosed with hearing loss and fitted with hearing devices, including prior to or following cochlear implant surgery.

OBJECTIVE

We aim to receive feedback from parents regarding the process and outcomes of their participation in the MPP.

METHOD

Following their participation, all participants of the MPP were asked to complete an evaluation questionnaire. This article reports feedback from the first 52 participants (44 mothers, 7 fathers, and 1 godmother). Their infants (N = 45) had moderate to complete hearing loss, they were aged 2-20 months, and 40% of them had an additional disease, disorder, and/or developmental delay.

RESULTS

Parents reported high levels of satisfaction with the content, didactics, setting, and individual benefits of the intervention, and a high recommendation rate (92%). The aspects most appreciated were meeting other affected parents and the concrete individual support of parent-child communication, including video feedback. Almost all parents (96%) reported a change in their communication style with their child. This confirms the results of a previous controlled intervention study on the enhancement of parental responsiveness via the MPP.

CONCLUSIONS

This evaluation of the MPP from a parental point of view has revealed equally high satisfaction with the content, setting, and didactics amongst all parents regardless of any potentially influential parent or child variables. The MPP is well suited to a wide range of close caregivers' needs despite the known diversity of children with hearing loss and their parents or families.

Physiological Entrainment: A Key Mind-Body Mechanism for Cognitive, Motor and Affective Functioning, and Well-Being

BACKGROUND

The human sensorimotor system can naturally synchronize with environmental rhythms, such as light pulses or sound beats. Several studies showed that different styles and tempos of music, or other rhythmic stimuli, have an impact on physiological rhythms, including electrocortical brain activity, heart rate, and motor coordination. Such synchronization, also known as the "entrainment effect", has been identified as a crucial mechanism impacting cognitive, motor, and affective functioning.

OBJECTIVES

This review examines theoretical and empirical contributions to the literature on entrainment, with a particular focus on the physiological mechanisms underlying this phenomenon and its role in cognitive, motor, and affective functions. We also address the inconsistent terminology used in the literature and evaluate the range of measurement approaches used to assess entrainment phenomena. Finally, we propose a definition of "physiological entrainment" that emphasizes its role as a fundamental mechanism that encompasses rhythmic interactions between the body and its environment, to support information processing across bodily systems and to sustain adaptive motor responses.

METHODS

We reviewed the recent literature through the lens of the "embodied cognition" framework, offering a unified perspective on the phenomenon of physiological entrainment.

RESULTS

Evidence from the current literature suggests that physiological entrainment produces measurable effects, especially on neural oscillations, heart rate variability, and motor synchronization. Eventually, such physiological changes can impact cognitive processing, affective functioning, and motor coordination.

CONCLUSIONS

Physiological entrainment emerges as a fundamental mechanism underlying the mind-body connection. Entrainment-based interventions may be used to promote well-being by enhancing cognitive, motor, and affective functions, suggesting potential rehabilitative approaches to enhancing mental health.

It's You and Me: Infants' cross-modal communicative signals and mother-infant interactive behavior predict infant regulatory patterns in the still-face paradigm at 3 months

Infant regulatory behavior develops since birth and impacts their early social interactions. Infants differ in the relative coherence and incoherence of their cross-modal communicative signals during en-face infant-caregiver interactions. We expand this research by evaluating whether different infant regulatory patterns observed during the Face-to-Face Still-Face (FFSF) at 3 months are associated with the coherence or incoherence of infants' cross-modal communicative behaviors during en-face interactions or with multiple dimensions of mother-infant interactive behavior during free-play. Analyses were based on data collected from 100 mother-infant dyads from urban, working- and middle-class backgrounds in Portugal who were videotaped during the FFSF and free play at 3 months. Results confirm that infants' different regulatory behavior patterns in the FFSF at 3 months are associated with the coherence and incoherence of their cross-modal interactive behaviors and specific aspects of mother-infant interaction. Infants with a Social-Positive oriented regulatory pattern during the FFSF displayed more coherent and less incoherent communicative behaviors with their mothers and were more cooperative during free play. In turn, their mothers were more sensitive. Our findings support the perspective that infants' regulatory behavior strategies in the context of caregiver regulatory support and sensitivity are likely to increase dyadic correspondence and infant ability to engage with the world.

No evidence for adult smartphone use affecting attribution of communicative intention in toddlers: Online imitation study using the Sock Ball Task

Adults infer others' communicative intentions, or lack thereof, from various types of information. Young children may be initially limited to attributions based on a small set of ostensive signals. It is unknown when richer pragmatic inferences about communicative intentions emerge in development. We sought novel type of evidence for such inferences in 17-to-19-month-olds. We hypothesized that toddlers recognize adults' smartphone use in face-to-face interactions as incongruous with ostension and would rely on this interpretation when inferring the communicative intention of a model in a new imitation task conducted entirely online, dubbed the Sock Ball Task. In Experiment 1 with a between-subject design, we tested the hypothesis by assessing toddlers' (N = 48) imitation of sub-efficient means and the goal-outcome presented by a model, who interrupted her ostensive demonstration either by using a smartphone or by fiddling with her wristwatch, depending on the condition. We expected toddlers to imitate the sub-efficient means more faithfully in the wristwatch condition than in the smartphone condition. But there was no significant effect of condition on imitation of neither means nor goal. Thus, our hypothesis was not borne out by the results. In Experiment 2, using a within-subject design, we first assessed toddlers' (N = 24) performance in a no-demonstration baseline and then again after a no-disruption ostensive demonstration. In all three conditions with ostensive demonstration (Experiment 1: smartphone, wristwatch; Experiment 2: no-disruption), toddlers produced the demonstrated sub-efficient means significantly above the baseline level. In the no-disruption condition, goals were also imitated significantly above the baseline level. We conclude that the Sock Ball Task is a valid research tool for studying toddler imitation of novel means actions with objects. We end by discussing suggestions for improving the task in future studies.

At-one-ment and twoness are not opposites

This paper explores how at-one-ment and twoness interact in the clinical setting. Namely, how the unconscious mode of knowing the other intuitively from the inside, by becoming at-one with them, interacts with the conscious-rational mode of knowing about the other from the outside; how experiencing the other's experience as one's own, rather than like one's own, informs (and is informed by) the common clinical stance of twoness, in which analyst and patient meet as separate persons. Through clinical illustrations, I argue that these are complementary (rather than contradictory) modes of knowing, communicating and being and that, paradoxically, twoness is essential for the emergence of at-one-ment, even though the latter is inadvertent.

Conception and Development of the Warmth/Affection Coding System (WACS): A Novel Hybrid Behavioral Observational Tool for Assessing Parent-to-Child Warmth

A vast body of research and theory underscores the importance of parental warmth/affection (hereby 'warmth' and 'warmth/affection' are used interchangeably) as a distinct relational process that is fundamental to core developmental processes including parent-child attachment, socialization, emotion recognition and responsivity, and empathic development. The increasing focus on parental warmth as a viable transdiagnostic and specific treatment target for Callous-Unemotional (CU) traits highlights the critical need for a reliable and valid tool for measuring this construct within clinical contexts. However, existing assessment methods have limitations in their ecological validity, clinical utility, and the comprehensiveness of their coverage of core warmth subcomponents. In response to this clinical and research need, the observational Warmth/Affection Coding System (WACS) was developed to comprehensively measure parent-to-child warmth/affection. This paper chronicles the conception and development of the WACS, which adopts a hybrid approach of utilizing both microsocial and macro-observational coding methods to capture key verbal and non-verbal subcomponents of warmth that are currently underrepresented or poorly captured by existing assessment tools. Recommendations for implementation and future directions are also discussed.

Taking the mystery away from shared intentionality: The straightforward view and its empirical implications

Ordinary language in Western and non-Western cultures individuates shared mental states or experiences as unitary interpersonal events that belong to more than one individual. However, a default assumption in modern Western thought is that, in this regard, ordinary language is either illusory or merely metaphorical: a mental state or experience can belong to only one person. This assumption is called Cartesian eliminativism and is often taken to be foundational in psychology. It follows that any view that contradicts Cartesian eliminativism is a priori suspected of being "mysterious," i.e., of not meeting scientific standards. This paper suggests that the very opposite may be the case. The straightforward view explains how individuals assemble and experience a shared mental state as a unitary whole whose components are distributed among the participants. The naturalistic advantages of such a view are brought to light by focusing on developmental science. Since it explains early shared emotions, goals, and attention merely by relying on domain-general, associative processes, the straightforward view is more parsimonious than current psychological theories. Indeed, it abandons the cumbersome postulates of (i) multi-level recursive mindreading and (ii) a special, conceptually elusive phenomenal quality. I outline the distinctive developmental predictions of the view and discuss how it accounts for the functions of shared mental states. As a reductionist, non-eliminativist approach, the straightforward view promises to be viable also for cognitive scientists who have so far worked within the Cartesian framework due to a lack of a rigorous and sufficiently developed alternative.

Trust me! Parental embodied mentalizing predicts infant cognitive and language development in longitudinal follow-up

Children's cognitive and language development is a central aspect of human development and has wide and long-standing impact. The parent-infant relationship is the chief arena for the infant to learn about the world. Studies reveal associations between quality of parental care and children's cognitive and language development when the former is measured as maternal sensitivity. Nonetheless, the extent to which parental mentalizing - a parent's understanding of the thoughts, feelings, and attitudes of a child, and presumed to underlie sensitivity - contributes to children's cognitive development and functioning, has yet to be thoroughly investigated. According to the epistemic trust theory, high mentalizing parents often use ostensive cues, which signal to the infant that they are perceived and treated as unique subjective beings. By doing so, parents foster epistemic trust in their infants, allowing the infant to use the parents a reliable source of knowledge to learn from. Until recently, parental mentalizing has been limited to verbal approaches and measurement. This is a substantial limitation of the construct as we know that understanding of intentionality is both non-verbal and verbal. In this investigation we employed both verbal and non-verbal, body-based, approaches to parental mentalizing, to examine whether parental mentalizing in a clinical sample predicts children's cognitive and language development 12 months later. Findings from a longitudinal intervention study of 39 mothers and their infants revealed that parental embodied mentalizing in infancy significantly predicted language development 12 months later and marginally predicted child cognitive development. Importantly, PEM explained unique variance in the child's cognitive and linguistic capacities over and above maternal emotional availability, child interactive behavior, parental reflective functioning, depression, ethnicity, education, marital status, and number of other children. The theoretical, empirical, and clinical implications of these findings are discussed.

Adolescent girls' intrapersonal and interpersonal parasympathetic regulation during peer support is moderated by trait and state co-rumination

Effective emotion regulation (ER) is integral to adolescents' mental well-being and socioemotional development. During adolescence, peer interactions have an increasingly salient influence on the development of effective ER, but not all supportive peer interactions support adaptive ER. Co-rumination reflects the tendency to seek ER support by engaging with peers in negatively focused discussion of ongoing problems. We examined associations between co-rumination (state and trait) with measures of individual's autonomic (i.e., respiratory sinus arrhythmia, RSA) and affective regulation (self-report) among 30 female close-friend dyads (ages 11-17; 74% White) while engaged in a support-seeking discussion in the laboratory. We found that trait co-rumination corresponded with RSA withdrawal during peer support, suggesting a potential mechanism by which co-rumination contributes to dysregulated ER. We also examined dyadic patterns of physiological regulation via prospective change actor partner interdependence models (APIM). Partner effects were moderated by behaviorally coded state co-rumination. Dyads with high state co-rumination displayed coupled RSA movement in opposite directions, while dyads with low state co-rumination exhibited coupled RSA movement in the same direction. These findings are consistent with similar physiologic linkages in close relationships observed in other developmental periods. Results highlight the importance of multimodal assessment for characterizing social ER processes across development.

Why do we hunger for touch? The impact of daily gentle touch stimulation on maternal-infant physiological and behavioral regulation and resilience

We report the impact of a Gentle Touch Stimulation (GTS) program. Forty-three mothers provided daily 10-min GTS with C-tactile (CT) afferent optimal stroking touch, for 4 weeks to their 3-12 weeks old infants. CT-afferents are cutaneous unmyelinated, low-threshold mechanosensitive nerves hypothesized to underly the regulatory impact of affective touch. We compared physiological and behavioral responses during a no-touch-baseline (BL), static-touch-baseline (BL-T), intervention/control (GTS/CTRL), Still Face (SF) and Reunion (RU) condition for GTS-infants versus a control-group (CTRL) at the start (T1) and end of (T2) of the program. We collected mother-infant ECG, respiration, cortisol, video-recordings, and diary-reports. At T1, physiological arousal significantly increased during SF in both groups, that is, decreased respiratory sinus arrhythmia (RSA) and R-R interval (RRI). At T2, GTS-infants showed significantly increased RSA, RRI, decreased respiration during GTS, buffering SF-arousal and allowing complete recovery during RU; CTRL-infants showed higher SF-arousal and small recovery, under initial BL-levels. Maternal cardio-respiratory showed a metabolic investment during RU. Cortisol and behavioral analyses showed higher arousal in CTRL-infants than GTS-infants at T2. We suggest that the combination of phasic short-term and tonic long-term responses to CT-optimal stroking touch, delivered in a structured daily manner, contribute to the building of infant stress regulation and resilience.

Volunteers' Demographics That Affect the Human-Dog Interaction During Walks in a Shelter

Different people relate to dogs in different ways. We investigated differences between volunteers in their behavioural interactions with shelter dogs when they were walked on a leash. Cameras were used to record and quantify the behaviour of volunteers and a leash tension metre was used to measure pulling by both volunteers and shelter dogs. Effects of volunteers' age, body height, educational level, marital status, and experiences of living and working with dogs, and living with children, were examined. Older volunteers talked to the dogs more often during the walk than younger ones. Taller volunteers had reduced physical contact with dogs, and dogs pulled more frequently on the leash while walking with them. Volunteers with a postgraduate degree more frequently praised dogs and rewarded dogs with food and used more body language in the form of hand gestures and physical contact. Married and partnered volunteers more often praised dogs, while separated/divorced or widowed volunteers initiated more frequent physical contacts. Dogs pulled less when walking with volunteers who had experience of living with dogs, and these volunteers interacted with dogs using fewer verbal and body languages. Finally, those living with children more frequently communicated with dogs using body language (e.g., hand gestures and physical contact). We conclude that shelters should carefully consider volunteers' demographics when selecting them to walk dogs with various behavioural characteristics.

Parental ADHD in pregnancy and the postpartum period - A systematic review

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders worldwide, and in the majority of patients persists into adulthood. However, it remains unclear how maternal ADHD could affect pregnancy and birth as well as early mother-(father)-child interaction. There are several studies investigating the effect of depressed or anxious parents on parent-child-interactions in early infancy, but data about the influence of parental ADHD is lacking although it is a common mental disorder in parents. Additionally, the prescription of stimulant and other ADHD medication for adult ADHD patients is rising due to improved diagnostic procedures and a greater awareness of this disorder in adulthood among psychiatrists and psychologists. However, this leads to increased numbers of treated ADHD women that wish to have children or experience unplanned pregnancies while taking stimulant medication. In our systematic review we aimed at analysing the current evidence for the association of maternal ADHD with pregnancy and birth outcomes, pregnancy risks and health behaviour in pregnancy, as well as the association of parental ADHD with early parent-child interaction and early child development in the first 3 years. Furthermore, we reviewed recent evidence on the risks of stimulant and non-stimulant treatment for ADHD in pregnancy and lactation.

Maternal Depression Affects Infants' Lexical Processing Abilities in the Second Year of Life

Maternal depression and anxiety have been proposed to increase the risk of adverse outcomes of language development in the early years of life. This study investigated the effects of maternal depression and anxiety on language development using two approaches: (i) a categorical approach that compared lexical abilities in two groups of children, a risk group (mothers with clinical-level symptomatology) and a control non-risk group, and (ii) a continuous approach that assessed the relation between individual mothers' clinical and subclinical symptomatology and their infants' lexical abilities. Infants' lexical abilities were assessed at 18 months of age using an objective lexical processing measure and a parental report of expressive vocabulary. Infants in the risk group exhibited lower lexical processing abilities compared to controls, and maternal depression scores were negatively correlated to infants' lexical processing and vocabulary measures. Furthermore, maternal depression (not anxiety) explained the variance in infants' individual lexical processing performance above the variance explained by their individual expressive vocabulary size. These results suggest that significant differences are emerging in 18-month-old infants' lexical processing abilities, and this appears to be related, in part, to their mothers' depression and anxiety symptomatology during the postnatal period.

A Device for Children's Instrumental Creativity and Learning: An Overview of the MIROR Platform

This article presents the pedagogical paradigm of reflexive interaction and its application in the field of technology-enhanced learning and children’s musical creativity. The main feature of reflexive interaction is the repetition-variation mechanism: something is repeated and varied during the interaction, through a continual process of imitation and variation. In the context of the MIROR project (EU-ICT Project), we exploited the educational potential of the reflexive interaction paradigm and implemented the MIROR platform, an educational device consisting of a set of softwares that implement the reflexive paradigm not only in music improvisation (as was the case for the first interactive reflexive system), but also in the field of music composition and dance. The platform was conceived as a tool to stimulate and develop musical and motor creativity in children, although it can also be used to teach a specific musical instrument. The hypothesis of the MIROR project was that reflexive interaction sustains and promotes the learning and creative expression processes of music and movement. This initial hypothesis, which stemmed mainly from the pilot study in which we observed children who were interacting with the first prototype of the interactive reflexive musical system, was subjected to a series of empirical studies conducted within the MIROR project, and was theoretically defined in order to lay down the foundations of the reflexive interaction paradigm and its pedagogical implications. This article summarizes the state-of-the-art of the project and brings together, in a comprehensive overview, the theoretical framework, the pedagogical concepts, the empirical studies, and the description of the MIROR platform, with the aim to reflect on the results achieved so far and point out the contribution of the reflexive perspective to the field of children’s instrumental learning and creativity.

Family SES and maternal sensitivity predict infant patterns of regulatory behavior in Brazilian dyads

Infant's patterns of regulatory behavior contribute to infant socioemotional development and attachment. These behavioral patterns affect and are affected by the quality of mother-infant interaction. In most studies with full-term infants, the Social-Positive Oriented pattern (i.e., the infant's ability to soothe his/her emotions in the context of reciprocal and positive interactions) is the most prevalent pattern, followed by the Distressed-Inconsolable and by the Self-Comfort Oriented patterns. However, these patterns are understudied in other populations beyond the US and European countries. The current research addresses this gap by studying the regulatory behavior patterns and their association with mother-infant interactions in Brazilian dyads and evaluating the association of these regulatory patterns with demographics. Analyses were based on data collected for 40 infants (20 boys, 20 girls) and their mothers. Infants' regulatory behavior patterns were evaluated in the Face-to-Face Still-Face paradigm and mother-infant interaction was evaluated during free play at 3 months age. Notably, our findings indicate that Distressed-Inconsolable was the most prevalent pattern in this sample; followed by the Social-Positive Oriented and the Self-Comfort Oriented patterns. Furthermore, we found that maternal sensitivity and family SES (social-economic status) predicted infant patterns of regulatory behavior.

Elevated infant cortisol is necessary but not sufficient for transmission of environmental risk to infant social development: Cross-species evidence of mother-infant physiological social transmission

Environmental adversity increases child susceptibility to disrupted developmental outcomes, but the mechanisms by which adversity can shape development remain unclear. A translational cross-species approach was used to examine stress-mediated pathways by which poverty-related adversity can influence infant social development. Findings from a longitudinal sample of low-income mother-infant dyads indicated that infant cortisol (CORT) on its own did not mediate relations between early-life scarcity-adversity exposure and later infant behavior in a mother-child interaction task. However, maternal CORT through infant CORT served as a mediating pathway, even when controlling for parenting behavior. Findings using a rodent "scarcity-adversity" model indicated that pharmacologically blocking pup corticosterone (CORT, rodent equivalent to cortisol) in the presence of a stressed mother causally prevented social transmission of scarcity-adversity effects on pup social behavior. Furthermore, pharmacologically increasing pup CORT without the mother present was not sufficient to disrupt pup social behavior. Integration of our cross-species results suggests that elevated infant CORT may be necessary, but without elevated caregiver CORT, may not be sufficient in mediating the effects of environmental adversity on development. These findings underscore the importance of considering infant stress physiology in relation to the broader social context, including caregiver stress physiology, in research and interventional efforts.

Prosodic cues in infant-directed speech facilitate young children's conversational turn predictions

Experienced language users are able to predict when conversational turns approach completion, which allows them to attend to and comprehend their interlocutor's speech while planning and accurately timing their response. Adults primarily rely on lexico-syntactic cues to make such predictions, but it remains unknown what cues support these predictions in young children whose lexico-syntactic competence is still developing. This study assessed children's reliance on prosodic cues, specifically when predicting conversational turn transitions in infant-directed speech (IDS), the speech register that they encounter in day-to-day interactions that is characterized by exaggerated prosody compared with adult-directed speech (ADS). Young children (1- and 3-year-olds) completed an anticipatory looking paradigm in which their gaze patterns were recorded while they observed conversations that were produced in IDS or ADS and that contained prosodically complete utterances (lexico-syntactic and prosodic cues) and prosodically incomplete utterances (only lexico-syntactic cues). The 1-year-olds anticipated more turns that were signaled by prosodic cues (i.e., prosodically complete utterances) only in IDS, whereas the 3-year-olds did so in both IDS and ADS. These findings indicate that children anticipate the completion of conversational turns by relying on prosodic information in speech and that the prosodic exaggeration of IDS supports this ability while children's linguistic and conversational skills are still developing.

Infants Autonomic Cardio- Respiratory Responses to Nurturing Stroking Touch Delivered by the Mother or the Father

The building of physiological self-regulation during bonding is a crucial developmental process based on early cardio-respiratory maturation. The mother’s role as a facilitator of this physiological maturation has been evidenced and recognized in many respects. Research in fathers, however, remains sparse which may be due to the belief that bonding is a physiological behavior reserved for a mother’s maternal instinct. In the current study we compared the impact of paternal and maternal nurturing stroking touch on infants’ physiological self-regulation in terms of respiratory sinus arrhythmia (RSA). We compared the impact of a 3-min stroking period (STROKING) with a pre-baseline (PRE-STROKING) and post-baseline (POST-STROKING) of 25 mothers and 25 fathers (unrelated to one another) on their infants, aged 4–16 weeks. We registered infant electrocardiogram (ECG) and respiration to calculate infant RR-interval (RRI), respiration rate (fR) and (respiratory corrected) RSA (RSAcorr). Based on video-recordings, we analyzed the stroking speed. Infants’ RSAcorr significantly increased during and after stroking, no matter whether touch was delivered by fathers or mothers. This effect was mediated by both heart rate (HR) and respiration. However, respiratory mediation occurred later when delivered by fathers than by mothers. Both mothers’ and fathers’ stroking speed occurred within the optimal stimulation range of c-tactile (CT) afferents, a particular class of cutaneous unmyelinated, low-threshold mechano-sensitive nerves hypothesized to be involved in inter-personal bonding. The discussion builds on the idea to mitigate fathers’ doubts about their paternal capabilities and proposes a research agenda regarding the further examination of the role of nurturing touch and its underlying mechanisms within the development of infants’ physiological self-regulation. Finally, the importance of respiratory measurements in infant physiological research is emphasized.

Does touch matter? The impact of stroking versus non-stroking maternal touch on cardio-respiratory processes in mothers and infants

The beneficial effects of touch in development were already observed in different types of skin-to-skin care. In the current study, we aimed at studying potential underlying mechanisms of these effects in terms of parasympatho-inhibitory regulation. We examined the specific impact of affective maternal stroking versus non-stroking touch on the cardio-respiration of both mothers and infants in terms of respiratory sinus arrhythmia (RSA). We compared a 3-min TOUCH PERIOD (stroking or non-stroking touch) with a baseline before (PRE-TOUCH) and after (POST-TOUCH) in 45 dyads (24 stroking/21 non-stroking touch) with infants aged 4-16 weeks. We registered mother-infant ECG, respiration and made video-recordings. We calculated RR-interval (RRI), respiration rate (fR) and (respiratory corrected) RSA and analyzed stroking mean velocity rate (MVR) of the mothers. ANOVA-tests showed a significant different impact on infants' respiratory corrected RSA of stroking touch (increase) versus non-stroking touch (decrease). Further, during and after stroking touch, RRI significantly increased whereas fR significantly decreased. Non-stroking touch had no significant impact on infants' RRI and fR. In the mothers, RRI significantly decreased and fR significantly increased during the TOUCH PERIOD. The mothers' MVR occurred within the range of 1-10 cm/s matching with the optimal afferent stimulation range of a particular class of cutaneous unmyelinated, low-threshold mechano-sensitive nerves, named c-tactile (CT) afferents. We suggest CT afferents to be the a potential missing link between the processing of affective touch and the development of physiological and emotional self-regulation. The results are discussed with regard to the potential role of CT afferents within the building of early self-regulation as part of a multisensory intuitive parenting system and the importance to respect this ecological context of an infant in research and clinical applications.

Socioeconomic risk moderates the association between caregiver cortisol levels and infant cortisol reactivity to emotion induction at 24 months

Relations between maternal baseline cortisol and infant cortisol reactivity to an emotion induction procedure at child ages 7, 15, and 24 months were analyzed using data from the Family Life Project (N = 1,292). The emotion induction consisted of a series of standardized and validated tasks, including an arm restraint, toy removal, and mask presentation, intended to elicit responses of fear and frustration. Results revealed that at 7 and 15 months, maternal baseline cortisol was negatively related to child cortisol reactivity, such that children of mothers with lower cortisol exhibited steeper cortisol increases in response to the emotion induction. At 24 months, the association between mother and infant cortisol was moderated by socioeconomic risk, such that maternal baseline cortisol was associated with child cortisol reactivity only in dyads characterized by low socioeconomic risk. Furthermore, at 24 months, children of mothers with low baseline cortisol and low socioeconomic risk exhibited decreasing cortisol responses, whereas children of mothers with low baseline cortisol but high risk exhibited flat cortisol responses. Children in dyads characterized by high baseline maternal cortisol also exhibited flat cortisol responses regardless of socioeconomic risk. The role of caregiver physiology in the regulation of the child's stress response in the context of adversity is discussed.

Codification method and Categories of Content of the Baby-directed Maternal Speech

Abstract The maternal speech oriented to the baby has been widely studied due to its importance for the child’s development. In this article we present a research method and a set of content categories of maternal speech directed to the child. This methodological proposal is based on a survey of 80 dyads of mothers and babies, with and without postpartum depression (PPD). The distribution of frequency of the categories was similar in both groups. There was no statistical difference in the means of categories for mothers with and without PPD, indicating that there is no change in speech style due to maternal depression. In our view, these categories could be applied to study the speech of both healthy mothers and those with postpartum depression.

Infant-directed speech from seven to nineteen months has similar acoustic properties but different functions

This longitudinal study assessed three acoustic components of maternal infant-directed speech (IDS) - pitch, affect, and vowel hyperarticulation - in relation to infants' age and their expressive vocabulary size. These three individual components were measured in IDS addressed to infants at 7, 9, 11, 15, and 19 months (N = 18). All three components were exaggerated at all ages in mothers' IDS compared to their adult-directed speech. Importantly, the only significant predictor of infants' expressive vocabulary size at 15 and 19 months was vowel hyperarticulation, but only at 9 months and beyond, not at 7 months, and not pitch or affect at any age. These results set apart vowel hyperarticulation in IDS to infants as the critical IDS component for vocabulary development. Thus IDS, specifically the degree of vowel hyperarticulation therein, is a vehicle by which parents can provide the most optimal speech quality for their infants' linguistic and communicative development.

The Face-to-Face Still-Face (FFSF) Paradigm in Clinical Settings: Socio-Emotional Regulation Assessment and Parental Support With Infants With Neurodevelopmental Disabilities

Background: The Face-to-Face Still-Face (FFSF) paradigm is a well-acknowledged procedure to assess socio-emotional regulation in healthy and at-risk infants. Although it was developed mainly for research purposes, the FFSF paradigm has potential clinical implications for the assessment of socio-emotional regulation of infants with neurodevelopmental disabilities (ND) and to supporting parenting. Aim: The present paper describes the application of the FFSF paradigm as an evaluation and intervention tool in clinical practice with infants with ND and their parents. Methods: Theoretical and methodological insights for the use of the FFSF paradigm in the clinical setting are provided. Single-case vignettes from clinical practice further illustrate and provide exemplifications for the use of the FFSF with infants with ND and their parents. Results: From a clinical point of view, the use of the FFSF paradigm (1) offers a unique observational perspective on socio-emotional regulation in infants with ND and (2) enhances parents' sensitivity to their infants' behavior. Discussion: The FFSF paradigm appears to be a useful tool for clinical assessment of socio-emotional regulation in infants with ND and promote the quality of parenting and early parent-infant interaction.

Maternal avoidance, anxiety cognitions and interactive behaviour predicts infant development at 12 months in the context of anxiety disorders in the postpartum period

BACKGROUND

Few studies have examined the relation between anxiety disorders in the postpartum period and cognitive as well as language development in infancy.

AIMS

This longitudinal study investigated whether anxiety disorder in the postpartum period is linked to infant development at twelve months. A closer look was also taken at a possible link between maternal interaction and infant development.

STUDY DESIGN

Subjects were videotaped during a Face-to-Face-Still-Face interaction with their infant (M = 4.0 months). Specific maternal anxiety symptoms were measured by self-report questionnaires (Anxiety Cognition Questionnaire (ACQ), Body Sensations Questionnaire (BSQ), Mobility Inventory (MI)) to check for a connection with infant development. The Bayley Scales of Infant and Toddler Development-III (Bayley-III) were used to assess infant language and cognitive development at one year of age.

SUBJECTS

n = 34 mothers with anxiety disorder (SCID-I; DSM-IV) and n = 47 healthy mothers with their infant.

OUTCOME MEASURES

Infant performance on Bayley-III language and cognitive scales.

RESULTS

Infants of mothers with anxiety disorder yielded significantly lower language scores than infants of controls. No significant group differences were found regarding infant cognitive development. Exploratory analyses revealed the vital role of "maternal avoidance accompanied" in infant language and cognitive development. Maternal neutral engagement, which lacks positive affect and vocalisations, turned out as the strongest negative predictor of cognitive development. Maternal anxiety cognitions and joint activity in mother-infant interaction were the strongest predictors of infant language performance.

CONCLUSIONS

Results underline the importance to also consider the interaction behaviour of women with anxiety disorders to prevent adverse infant development.

The origins of babytalk: smiling, teaching or social convergence?

When addressing their young infants, parents systematically modify their speech. Such infant-directed speech (IDS) contains exaggerated vowel formants, which have been proposed to foster language development via articulation of more distinct speech sounds. Here, this assumption is rigorously tested using both acoustic and, for the first time, fine-grained articulatory measures. Mothers were recorded speaking to their infant and to another adult, and measures were taken of their acoustic vowel space, their tongue and lip movements and the length of their vocal tract. Results showed that infant- but not adult-directed speech contains acoustically exaggerated vowels, and these are not the product of adjustments to tongue or to lip movements. Rather, they are the product of a shortened vocal tract due to a raised larynx, which can be ascribed to speakers' unconscious effort to appear smaller and more non-threatening to the young infant. This adjustment in IDS may be a vestige of early mother-infant interactions, which had as its primary purpose the transmission of non-aggressiveness and/or a primitive manifestation of pre-linguistic vocal social convergence of the mother to her infant. With the advent of human language, this vestige then acquired a secondary purpose-facilitating language acquisition via the serendipitously exaggerated vowels.

Sensing emotion in voices: Negativity bias and gender differences in a validation study of the Oxford Vocal ('OxVoc') sounds database

Emotional expressions are an essential element of human interactions. Recent work has increasingly recognized that emotional vocalizations can color and shape interactions between individuals. Here we present data on the psychometric properties of a recently developed database of authentic nonlinguistic emotional vocalizations from human adults and infants (the Oxford Vocal 'OxVoc' Sounds Database; Parsons, Young, Craske, Stein, & Kringelbach, 2014). In a large sample (n = 562), we demonstrate that adults can reliably categorize these sounds (as 'positive,' 'negative,' or 'sounds with no emotion'), and rate valence in these sounds consistently over time. In an extended sample (n = 945, including the initial n = 562), we also investigated a number of individual difference factors in relation to valence ratings of these vocalizations. Results demonstrated small but significant effects of (a) symptoms of depression and anxiety with more negative ratings of adult neutral vocalizations (R2 = .011 and R2 = .008, respectively) and (b) gender differences in perceived valence such that female listeners rated adult neutral vocalizations more positively and infant cry vocalizations more negatively than male listeners (R2 = .021, R2 = .010, respectively). Of note, we did not find evidence of negativity bias among other affective vocalizations or gender differences in perceived valence of adult laughter, adult cries, infant laughter, or infant neutral vocalizations. Together, these findings largely converge with factors previously shown to impact processing of emotional facial expressions, suggesting a modality-independent impact of depression, anxiety, and listener gender, particularly among vocalizations with more ambiguous valence. (PsycINFO Database Record

Mother-Infant and Extra-Dyadic Interactions with a New Social Partner: Developmental Trajectories of Early Social Abilities during Play

Mother-infant interactions during feeding and play are pivotal experiences in the development of infants' early social abilities (Stern, 1985, 1995; Biringen, 2000). Stern indicated distinctive characteristics of mother-infant interactions, respectively, during feeding and play, suggesting to evaluate both to better describe the complexity of such early affective and social experiences (Stern, 1996). Moreover, during the first years of life, infants acquire cognitive and social skills that allow them to interact with new social partners in extra-dyadic interactions. However, the relations between mother-child interactions and infants' social skills in extra-dyadic interactions are still unknown. We investigated longitudinally the relations between mother-child interactions during feeding and play and child's pre-verbal communicative abilities in extra-dyadic interactions during play. 20 dyads were evaluated at T1 (infants aged between 9-22 months) and 6 months later, at T2. The interdyadic differences in mother-infant interactions during feeding and play were evaluated, respectively, with the "Feeding Scale" (Chatoor et al., 1997) and with the "Play Scale" (Chatoor, 2006) and the socio-communicative abilities of children with a new social partner during play were evaluated with the "Early Social Communication Scales" (Mundy et al., 2003). We distinguished the dyads into two categories: dyads with functional interactions (high dyadic reciprocity, low dyadic conflict) and dyads with dysfunctional interactions (lower dyadic reciprocity, higher dyadic conflict). At T1, infants belonging to dyads with dysfunctional interactions were significantly lower in "Initiating Joint Attention" and in "Responding to Joint Attention" in interaction with a new social partner compared to the infants belonging to dyads with functional interactions. At T2, infants belonging to dyads with dysfunctional interactions were significantly lower in "Initiating Social Interactions" with a new social partner compared to the infants belonging to dyads with functional interactions. There were significant correlations between the quality of mother-infant interactions during feeding and infants' social abilities in interaction with a stranger both at T1 and at T2. This study showed a stable relation over time between mother-child interactions and child's social communicative skills in extra-dyadic interactions.

Child-Computer Interaction at the Beginner Stage of Music Learning: Effects of Reflexive Interaction on Children's Musical Improvisation

In this article children’s musical improvisation is investigated through the “reflexive interaction” paradigm. We used a particular system, the MIROR-Impro, implemented in the framework of the MIROR project (EC-FP7), which is able to reply to the child playing a keyboard by a “reflexive” output, mirroring (with repetitions and variations) her/his inputs. The study was conducted in a public primary school, with 47 children, aged 6–7. The experimental design used the convergence procedure, based on three sample groups allowing us to verify if the reflexive interaction using the MIROR-Impro is necessary and/or sufficient to improve the children’s abilities to improvise. The following conditions were used as independent variables: to play only the keyboard, the keyboard with the MIROR-Impro but with not-reflexive reply, the keyboard with the MIROR-Impro with reflexive reply. As dependent variables we estimated the children’s ability to improvise in solos, and in duets. Each child carried out a training program consisting of 5 weekly individual 12 min sessions. The control group played the complete package of independent variables; Experimental Group 1 played the keyboard and the keyboard with the MIROR-Impro with not-reflexive reply; Experimental Group 2 played only the keyboard with the reflexive system. One week after, the children were asked to improvise a musical piece on the keyboard alone (Solo task), and in pairs with a friend (Duet task). Three independent judges assessed the Solo and the Duet tasks by means of a grid based on the TAI-Test for Ability to Improvise rating scale. The EG2, which trained only with the reflexive system, reached the highest average results and the difference with EG1, which did not used the reflexive system, is statistically significant when the children improvise in a duet. The results indicate that in the sample of participants the reflexive interaction alone could be sufficient to increase the improvisational skills, and necessary when they improvise in duets. However, these results are in general not statistically significant. The correlation between Reflexive Interaction and the ability to improvise is statistically significant. The results are discussed on the light of the recent literature in neuroscience and music education.

Prenatal Intuitive Coparenting Behaviors

Micro-analytic research on intuitive parenting behaviors has shed light on the temporal dynamics of parent and child interactions. Observations have shown that parents possess remarkable implicit communicative abilities allowing them to adapt to the clues infants give and therefore stimulate the development of many of the infants’ abilities, such as communication skills. This work focused on observing intuitive parenting behaviors that were synchronized and coordinated between the parents. We call them “prenatal intuitive coparenting behaviors” and used an observation task – the Prenatal Lausanne Trilogue Play procedure – to observe them. For this task, the parents role-play their first encounter with their future baby, represented by a doll. Two cases from a study on pregnancy after assisted reproductive technology are provided to illustrate how these behaviors manifest themselves. The observations from the first case suggest that expectant parents can offer the baby a coparental framework, whereas the observations from the second case show that opportunities for episodes of prenatal intuitive coparenting can be missed due to certain relationship dynamics. These kinds of observations deepen our knowledge of the prenatal emergence of the coparenting relationship and allow us to hone our strategies for intervening during pregnancy with couples who experience coparenting difficulties. Furthermore, these observations provide a novel and complementary perspective on prenatal intuitive parenting and coparenting behaviors.

Mothers speak differently to infants at-risk for dyslexia

Dyslexia is a neurodevelopmental disorder manifested in deficits in reading and spelling skills that is consistently associated with difficulties in phonological processing. Dyslexia is genetically transmitted, but its manifestation in a particular individual is thought to depend on the interaction of epigenetic and environmental factors. We adopt a novel interactional perspective on early linguistic environment and dyslexia by simultaneously studying two pre-existing factors, one maternal and one infant, that may contribute to these interactions; and two behaviours, one maternal and one infant, to index the effect of these factors. The maternal factor is whether mothers are themselves dyslexic or not (with/without dyslexia) and the infant factor is whether infants are at-/not-at family risk for dyslexia (due to their mother or father being dyslexic). The maternal behaviour is mothers' infant-directed speech (IDS), which typically involves vowel hyperarticulation, thought to benefit speech perception and language acquisition. The infant behaviour is auditory perception measured by infant sensitivity to amplitude envelope rise time, which has been found to be reduced in dyslexic children. Here, at-risk infants showed significantly poorer acoustic sensitivity than not-at-risk infants and mothers only hyperarticulated vowels to infants who were not at-risk for dyslexia. Mothers' own dyslexia status had no effect on IDS quality. Parental speech input is thus affected by infant risk status, with likely consequences for later linguistic development.

Relevance of the International Classification of Functioning, Health and Disability: Children & Youth Version in Early Hearing Detection and Intervention Programs

Early hearing detection and intervention (EHDI) programs have been guided by principles from the Joint Committee on Infant Hearing and an international consensus of best practice principles for family-centered early intervention. Both resources provide a solid foundation from which to design, implement, and sustain a high-quality, family-centered EHDI program. As a result, infants born with permanent hearing loss and their families will have the support they need to develop communication skills. These families also will benefit from programs that align with the framework offered by the World Health Organization's International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY). Within this framework, health and functioning is defined and measured by describing the consequences of the health condition (i.e., hearing loss) in terms of body function, structures, activity, and participation as well as social aspects of the child. This article describes the relevance of the ICF-CY for EHDI programs and offers a modified approach by including aspects of quality of life and human development across time.

On Cuteness: Unlocking the Parental Brain and Beyond

Cuteness in offspring is a potent protective mechanism that ensures survival for otherwise completely dependent infants. Previous research has linked cuteness to early ethological ideas of a 'Kindchenschema' (infant schema) where infant facial features serve as 'innate releasing mechanisms' for instinctual caregiving behaviours. We propose extending the concept of cuteness beyond visual features to include positive infant sounds and smells. Evidence from behavioural and neuroimaging studies links this extended concept of cuteness to simple 'instinctual' behaviours and to caregiving, protection, and complex emotions. We review how cuteness supports key parental capacities by igniting fast privileged neural activity followed by slower processing in large brain networks also involved in play, empathy, and perhaps even higher-order moral emotions.

Emotional engagements predict and enhance social cognition in young chimpanzees

Social cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human-unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10-year-long study in which two groups of laboratory-raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5- to 12-month-old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5- to 12-month-old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity.

Prenatal and postnatal maternal representations in nonrisk and at-risk parenting: exploring the influences on mother-infant feeding interactions

The aim of this study was to investigate the mother-infant relationship in depressive, psychosocial, and cumulative-risk parenting by assessing prenatal and postnatal maternal representations and mother-infant interactions during feeding at 4 months of age. The sample consisted of 167 mother-infant pairs: 41 nonrisk women, 40 depressive-risk women, 40 psychosocial-risk women, and 46 cumulative-risk women. During pregnancy, the women were interviewed about psychosocial-risk variables. Maternal representations and depressive symptoms were evaluated during pregnancy and again when the infants were 3 and 4 months old, respectively. All mother-infant pairs were observed in 20-min video recordings during breast-feeding. Maternal Integrated/balanced representations were more frequent in the nonrisk group whereas the maternal Nonintegrated/ambivalent category was more represented in the cumulative-risk group during pregnancy and after the infant's birth. At 4 months, the cumulative-risk group of mothers and infants showed a lack of reciprocity, conflictual communicative exchanges, and higher food refusal behavior. Moreover, at 4 months, differences between the quality of mother-infant feeding interactions and the quality of prenatal and postnatal maternal representations emerged, showing less adequate maternal scaffolding in the Nonintegrated/ambivalent and Restricted/disengaged women. This study has rich implications for intervention to support the affective and communicative caregiving system and to prevent infant feeding problems and mother-infant relational disturbances in childhood.

The sound of change: a study of the psychotherapeutic process embodied in vocal expression. Laura Rice's ideas revisited

OBJECTIVE

The purposes of this article were to compare the characteristics of the vocal quality of therapists and patients in change and stuck episodes, and to depict patient-therapist interaction sequences of vocal properties, in order to analyze micro-regulatory processes within the psychotherapeutic interaction.

METHOD

Application of the Vocal Quality Patterns coding system to a study of a sample of change and stuck episodes, taken from six psychotherapies.

RESULTS

The results made it possible to show that the 15 psychotherapeutic change process are embodied in the modes of vocal expression of their participants, and that the way in which these different modes are coordinated within the interaction makes it possible to observe regulatory micro-sequences that participate in the therapeutic change process.

Responsive parenting intervention after identification of hearing loss by Universal Newborn Hearing Screening: the concept of the Muenster Parental Programme

BACKGROUND

Parents of newborns with hearing loss (HL) identified by Universal Newborn Hearing Screening (UNHS) programmes wish for educational support soon after confirmation and for contact with other affected families. Besides pedaudiological care, a high level of family involvement and an early start of educational intervention are the best predictors for successful oral language development in children with HL. The implementation of UNHS has made it necessary to adapt existing intervention concepts for families of children with HL to the needs of preverbal infants. In particular, responsiveness has proven to be a crucial skill of intuitive parental behaviour in early communication between parents and their child. Since infants with HL are being fitted earlier with hearing devices, their chances of learning oral language naturally in daily communication with family members have noticeably improved.

OBJECTIVES

The Muenster Parental Programme (MPP) aims at empowering parents in communicating with their preverbal child with HL and in (re-)building confidence in their own parental resources. Additionally, it supplies specific information about auditory and language development and enables exchange with other affected parents shortly after the diagnosis.

CONCEPT

The MPP is a responsive parenting intervention specific to the needs of parents of infants with HL identified by UNHS or through other indices and testing within the first 18 months of life. It is based on the communication-oriented Natural Auditory Oral Approach and trains parental responsiveness to preverbal (3-18 months) infants with HL. The MPP has been developed for groups of 4-6 families and comprises six group sessions (without infants), two single training sessions with video feedback, and two individual counselling sessions. At the age of 24-30 months, an individual refresher training session is offered to the parents for adapting their responsiveness to the current verbal level of the child via dialogic book reading. The programme also benefits parents of paediatric cochlear implant (CI) candidates preimplantation and postimplantation.

CONCLUSIONS

The MPP is evidence-based (see Glanemann et al., this volume) and meets the current need for effective family-centred educational intervention after UNHS.