The expressive behaviors of full-term and preterm infants and their mothers were examined during face-to-face interaction when the infants were approximately 2 1/2, 5, and 7 1/2 months old. Videotapes of the sessions were coded on a second-to-second basis using Izard's discrete emotion coding system. Overall, infants showed a linear increase in positive effect, especially interest and joy, and a corresponding decrease in negative affect, especially pain and knit brow, with age; decrease in negative affect was accounted for largely by the preterm infants. In terms of maternal responses, there was an increase in contingent responding to infant interest expressions and a decrease in contingent responding to infant pain expressions over time, especially in the case of the preterm infant. The data set as a whole was examined further to establish the directionality of influence between mothers and infants in change patterns over time. There was evidence of learning effects in infants as a function of maternal modeling and contingency patterns. Anomalies in maternal responses to preterm infant affect expressions were observed. Mothers of these infants displayed significantly less matching or imitation of their infant's facial expressions, showed random rather than contingent responsiveness to sadness, and a significant ignoring response to infant anger. These differences were attributed to differences in gazing patterns and negative emotion expression in preterm infants. The results are discussed within a framework of emotion socialization that recognizes bidirectionality of influence in the emotional patterns of mothers and infants.

The expressive behaviors of full-term and preterm infants and their mothers were examined during face-to-face interaction when the infants were approximately 2 1/2, 5, and 7 1/2 months old. Videotapes of the sessions were coded on a second-to-second basis using Izard's discrete emotion coding system. Overall, infants showed a linear increase in positive effect, especially interest and joy, and a corresponding decrease in negative affect, especially pain and knit brow, with age; decrease in negative affect was accounted for largely by the preterm infants. In terms of maternal responses, there was an increase in contingent responding to infant interest expressions and a decrease in contingent responding to infant pain expressions over time, especially in the case of the preterm infant. The data set as a whole was examined further to establish the directionality of influence between mothers and infants in change patterns over time. There was evidence of learning effects in infants as a function of maternal modeling and contingency patterns. Anomalies in maternal responses to preterm infant affect expressions were observed. Mothers of these infants displayed significantly less matching or imitation of their infant's facial expressions, showed random rather than contingent responsiveness to sadness, and a significant ignoring response to infant anger. These differences were attributed to differences in gazing patterns and negative emotion expression in preterm infants. The results are discussed within a framework of emotion socialization that recognizes bidirectionality of influence in the emotional patterns of mothers and infants.

Current discussion of feminist approaches to teaching composition emphasizes the writer's ability to find her own voice through open-ended, exploratory, often autobiographical, writing in which she assumes a sympathetic audience. These approaches are needed and appropriate: they continue to show us the richness and diversity of women's voices. My intent in this essay is to suggest a means by which one can enlarge the sphere of feminist composition by including in it an approach to argument, ways to proceed if one is in conflict with one's audience-in other words, the beginning of a feminist theory of composition. The place to start is not with particular forms-those close off options too easily-but by understanding the range of power relationships available to a writer and her readers. One then determines which are consistent with the emphasis on cooperation, collaboration, shared leadership, and integration of the cognitive and affective which is characteristic of feminist pedagogy (Schniedewind 170-79). This line of exploration has taken me to the study of negotiation and mediation, and how these well-established forms of oral discourse can be adapted for a feminist composition class. Argument still has a place, although now as a means, not an end. The end-a resolution of conflict that is fair to both sides-is possible even in the apparent one-sidedness of written communication. Broadening the Scope of Feminist Modes of Discourse Much has now been written about women writing and feminist modes of discourse. To illustrate representative approaches. I have selected two essays that have appeared recently in composition journals-one by Elizabeth Flynn describing patterns in women's narratives; the other by Clara Juncker playing out some of the implications if one applies French feminists' theories in the classroom, especially those of H1lene Cixous. Neither pretends to be an ex-Catherine Lamb teaches at Albion College in Albion, Michigan. Some of the work for this article was done while she was a Visiting Research Scholar at the Center for Research on Women at Wellesley College in the fall of 1990. An earlier version was presented as a paper at the 1990 Wyoming Conference on English.

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