�ber einige gemischte �ther des Resorcins

Spitz, G.

doi:10.1007/bf01526128

Cited by 5 publications

(6 citation statements)

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“…We, along with many other developmental theorists and researchers (e.g., Bowlby, 1969; Emde, Gaensbauer, & Harmon, 1976; Spitz, 1965;Stem, 1985), have come to the conclusion that there is a strong biological preparedness for the processes of relatedness. Our theory has summarized these propensities in terms of a set of five basic motives of infancy.…”

Section: The Early Rela Tionship Experience: Basic Motives the Affecmentioning

confidence: 99%

Amae, intimacy, and the early moral self

Emde

1992

Infant Ment. Health J.

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I believe the universal aspects of Doi's concept of amae have a dual origin in the biologically based motives of infancy and in the expectable adpative experiences of the caregiving relationship. Our theory, arising from recent research, is that the necessary intimacy of this relationship and the exercise of these motives leads to early relationship motives and early moral motives. These in turn find representational coherence in the 3‐year‐old's narrative self that contains a continual internal dialogue with one or more significant others who are comforting, encouraging, watchful, and critical. The narrative self may also contain an “executive sense of we,” giving the child more of a sense of obligation and power. Many emotionally engaging experiences in infancy are stored as procedural knowledge and are influential later as an “affective core of self” without being accessible to consciousness. Amae also seems based on procedural knowledge. Future research in Japan and the United States will benefit from operationalizing concepts related to amae and to emotional availability. Effects of gender, temperament, and conflicts within and across generations can then be examined.

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Section: The Early Rela Tionship Experience: Basic Motives the Affecmentioning

confidence: 99%

Amae, intimacy, and the early moral self

Emde

1992

Infant Ment. Health J.

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“…Infants demonstrate memory by smiling at mother and exhibiting anxiety with a stranger (Spitz, 1965). Later they remember words, language, and rules of behavior (Vaughn & McKay, 1975).…”

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confidence: 99%

“…Later they remember words, language, and rules of behavior (Vaughn & McKay, 1975). The child internalizes parental restrictions such as "No" (Spitz, 1965), "Don't touch," "Hot," and so on, and repeats them in the second year. At about 18 months the child begins to develop object constancy, which requires longterm memory (Mahler, Pine, & Bergman, 1975).…”

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confidence: 99%

Toddlers' traumatic memories

Sugar

1992

Infant Ment. Health J.

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Three cases will be presented in which remote, accurate verbal and visual memories were present in, and from, toddlerhood for which the earliest age was 16 months. The age at which memories can be verbalized depends on the age of onset of speech phrases and cognitive ability. The memory may remain for over 30 years. Toddlers spontaneously report traumatic memories. The earlier the trauma occurs, the less the child is able to organize the material into a narrative form. The child is only able to relate the parts that are within his or her verbal repertoire and significant to him or her.

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“…Klein proposed the existence of fantasies which give birth to the partial maternal object. In addition, Spitz (1965) has shown how the infant, due to maternal anticipations, gives new meaning to the revival of archaic behaviors which reappear in the interactive context. The social smile is the first organizer of this type and testifies to the capacity of the infant to reactivate the orientation response and, in this way, to respond socially to the gestalt of a human face.…”

Section: Creativity In the Babymentioning

confidence: 99%

Creativity and the infant's competence

Lebovici¹

1995

Infant Ment. Health J.

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�ber einige gemischte �ther des Resorcins

Cited by 5 publications

References 0 publications

Amae, intimacy, and the early moral self

Amae, intimacy, and the early moral self

Toddlers' traumatic memories

Creativity and the infant's competence

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