The purpose of this study was to determine whether the familiarity or the novelty of play objects available during mother-infant interaction has an effect on the mother's ability to capture and maintain the infant's attention. Twelve mother-infant dyads with 5-and 9-month-old infants were filmed during two 5-minute sessions with familiar or unfamiliar toys. Changes in the infant's visual orientation preceded by a maternal behaviour within a 3-sec interval were studied. In the familiar toy situation, the infants focused more frequently on the maternal referent than with the unfamiliar toys. The mother's verbal and non-verbal interventions were more effective at initiating and maintaining co-reference, because the infant was more frequently in an receptive state. Conversely, when the toys were unfamiliar, the baby was often the initiator. Unfamiliar objects, which appear more attractive, may compete with the mother's attempts to gain the child's attention.The ability of a mother and her child to establish co-references to objects has been a topic of study for researchers interested in the development of communication and language (Schaffer, 1984). Adults become the mediator between children and objects, thus allowing the infants to integrate the praxic and communicative operating modes into their behaviour (Bruner, 1983). These objects will later become ideic and verbal referents (Bruner, 1975a, b) .One line of research has attempted to determine which parts of the initiative can be ascribed to the mother and which to the child in achieving joint engagement with objects or referents. In a situation involving new toys, Collis and schaffer (1975) found that the adult attempts to follow the child's topics of interest. Trevarthen and Hubley (1978) and Bakeman and Adamson (1984) found that the respective share of the child and of the mother in attending to the same object varied with the infant's age.A second area of research has concentrated on maternal behaviour, describing in detail the referencing procedures used by mothers to initiate co-reference. These include direction of gaze, pointing, bringing the object closer, handling, and language (Schaffer, 1984). Results have demonstrated when and under which conditions a child becomes able to understand verbal and non-verbal behaviours exhiiited by the mother as she indicates referents to her child (Scaife and Bruner, 1975;Butterworth and Cochran, 1980;Butterworth and Grover, 1989;Murphy and Messer, 1977). Although these procedures do have a referential function,
The role of the order of presentation of the terms of a text (order centered either on the explicative underlining principles, consequences..,, or on the descriptive underlining the appearance, the observable), and the grouping together or not of the statements in paragraphs, on the free recalling of the text followed by a structuration of the statements presented at random, was studied on students of a class of 2de, divided into five groups (four experimental groups, and a control group doing only the structuration). The results have principally shown that: 1) in the free recalling, a) the explicative is superior to the description in the case of grouping together, and, b) the explicative is inferior to the descriptive in the case of non grouping together. 2) All groups made a structuration nearer to the explicative than to the descriptive, even those whose text is descriptive. The more important differences, however, are observed in the case of groups having an explicative text. 3) a) Explicative groups make a structuration nearer to the explicative than the control group. b) Descriptive groups make a structuration nearer to the descriptive than the control group in the case of grouping together. The interpretation of the results underline the importance of partial structure on which the general structure is based, and puts into evidence that the role of the order and the grouping together of the statements is not to be situated at the level of the quantity but of the content itself of information learned.
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