Contingencies of stimulation: Effects on learning and emotion in neonates

DeCasper, Anthony J.; Carstens, Andrea Andrews

doi:10.1016/s0163-6383(81)80004-5

Cited by 134 publications

(97 citation statements)

References 8 publications

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“…Predictability over time operationalized the concept of contingency. Infants perceive temporal sequences, contingencies, and degrees thereof, and expect when events will occur (DeCasper & Carstens, 1980;Haith, Hazan, & Goodman, 1988;Watson, 1985). Degree of self-contingency generates expectancies of predictability or stability of one's own behavior.…”

Section: Discussionmentioning

confidence: 99%

Six‐week postpartum maternal depressive symptoms and 4‐month mother–infant self‐ and interactive contingency

Beebe¹,

Jaffe²,

Buck³

et al. 2008

Infant Mental Health Journal

130

168

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Associations of 6-week maternal depressive symptoms [Center for Epidemiological Studies Depression Scale (CES-D)] with 4-month mother-infant self-and interactive contingency patterns during face-to-face play were investigated in 132 dyads. Self-and interactive contingency (auto-and lagged cross-correlation, respectively) were assessed by multilevel time-series analysis. Infant and mother gaze, facial and vocal affect, touch, and spatial orientation behaviors were coded second-by-second from splitscreen videotape, and a multimodal measure of facial-visual "engagement" was constructed, generating nine modality pairings. With higher CES-D, the self-contingency of both partners was lowered in most modalities. With higher CES-D, interactive contingency values were both heightened (in some modalities) and lowered (in others), varying by partner. These results are consistent with an optimal midrange model. With higher CES-D, interactive contingency showed the following patterns: (a) Mothers and their infants had a reciprocal orientational sensitivity; (b) mothers and infants manifested a reciprocal intermodal discordance in attention versus affect coordination, lowering gaze coordination, but heightening affective coordination; (c) infants heightened, but mothers lowered, touch coordination with partner touch-an "infant approach-mother withdraw" touch pattern. Nonlinear analyses indicated that altered self-and interactive contingency were similar at both the low ("denial") as well as the high ("endorsement") poles of depressive symptoms, in half the findings. These complex, multimodal findings define different aspects of communication disturbance, with relevance for therapeutic intervention. RESUMEN: En un grupo de 132 díadas se investigaron las asociaciones entre los síntomas de depresión maternal a las 6 semanas (CES-D) y patrones de 4 meses de contingencia propia e interactiva entre la madre y el infante durante el juego cara a cara. Las contingencias propia e interactiva (propia y demorada correlación mutua, respectivamente) fueron evaluadas por medio de un análisis a varios niveles y en una serie de momentos temporales. La mirada del infante y la madre, el afecto facial y vocal, el acto de tocarse, y las conductas de orientación espacial fueron codificadas sección por sección, a partir de una videograbación con pantalla dividida, y una medida multimodal de contacto facial y visual fue construída, todo lo cual generó 9 pareamientos de modalidades. En los casos de más altos niveles de CES-D, la autocontingencia de cada una de las partes bajó en la mayoría de las modalidades. En los casos de más altos niveles de CES-D, los valores de contingencia interactiva subieron en ambas personas (en algunas modalidades) y bajaron (en otras), según cada individuo, consistente con un modelo intermedioóptimo. En los casos de niveles más altos de CES-D, la contingencia interactiva mostró los siguientes patrones: (1) las madres y sus infantes tenían una sensibilidad de orientación recíproca; (2) las madres y los infantes m...

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Section: Discussionmentioning

confidence: 99%

Six‐week postpartum maternal depressive symptoms and 4‐month mother–infant self‐ and interactive contingency

Beebe¹,

Jaffe²,

Buck³

et al. 2008

Infant Mental Health Journal

130

168

View full text Add to dashboard Cite

show abstract

“…In addition to responding to contingent parental feedback, it is also well known that infants readily learn from the outcomes of their own, self-produced actions and adjust their behavior to reproduce interesting events (e.g., DeCasper & Carstens, 1981;Piaget, 1953;Rovee & Rovee, 1969). Once infants realize that their own actions result in predictable, observable outcomes, infants come to develop a sense of their own 'effectance'-a drive toward competence that encourages infants to act on their environment (Lamb, 1981;Watson, 1985;White, 1959).…”

Section: Effectance-motivation To Actmentioning

confidence: 99%

Encouragement is Nothing Without Control: Factors Influencing the Development of Reaching and Face Preference

Libertus¹,

Needham²

2014

Journal of Motor Learning and Development

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Four parent-guided training procedures aimed at facilitating independent reaching were compared in 36 threemonth-old infants recruited for this study and 36 infants taken from previously published reports. Training procedures systematically varied whether parental encouragement to act on external objects was provided, and whether self-produced experiences of moving an object were present. Reaching behavior was assessed before and after training, and face preference was measured after training by recording infants' eye gaze in a visual-preference task. Results showed that simultaneous experiences of parental encouragement and selfproduced object motion encouraged successful reaching and face preference. Neither experience in isolation was effective, indicating that both external encouragement and self-produced action experiences are necessary to facilitate successful reaching. However, experiences with self-produced object motion increased infants' face preference. This result provides evidence for a developmental link between self-produced motor experiences and the emergence of face preference in three-month-old infants.

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“…In many cases researchers found evidence that very young infants are capable of learning, which is accompanied by positive emotions in the form of smiling and cooing (Hunt & Uzgiris, 1964; Watson, 1972;Watson & Ramey, 1969). More recently, disrupted contingencies have been associated with negative emotions (Blass, Ganchrow, & Steiner, 1984;DeCasper & Carstens, 1981). These studies suggest that learning has a strong emotional component.…”

Section: Previewing Condenses Past Present and Future Experiencementioning

confidence: 94%

Previewing: A developmental principle that promotes the therapeutic use of metaphor

Trad

1993

J. Clin. Psychol.

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When one is treating mother‐infant dyads psychotherapeutically, the infant's inchoate language skills render the traditional use of metaphor ineffective. This paper discusses how a developmental principle, labeled previewing, may function like a metaphor and be used to address the therapeutic needs of the dyad. Previewing and metaphor also may complement each other in the treatment of adults in individual therapy. Previewing — like metaphors — may provide a means of addressing interpersonal issues, may function as a shared language that promotes intersubjectivity, and may help the patient deal with conflict in a non‐threatening manner that may circumvent defensive operations.

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Contingencies of stimulation: Effects on learning and emotion in neonates

Cited by 134 publications

References 8 publications

Six‐week postpartum maternal depressive symptoms and 4‐month mother–infant self‐ and interactive contingency

Six‐week postpartum maternal depressive symptoms and 4‐month mother–infant self‐ and interactive contingency

Encouragement is Nothing Without Control: Factors Influencing the Development of Reaching and Face Preference

Previewing: A developmental principle that promotes the therapeutic use of metaphor

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