The contribution of mother-infant mutual influence to the origins of self- and object representations.

Beebe, Beatrice; Lachmann, Frank M.

doi:10.1037/0736-9735.5.4.305

Cited by 416 publications

(287 citation statements)

References 85 publications

(119 reference statements)

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“…Accordingly, other researchers have, in agreement with Kohut, described the failures of early attachment as the primary source of shame (Kaufman, 1989). Beebe and Lachman (1988), for instance, described shame as arising from caregiver failures, arguing that these failures teach the child to not expect the caregiver to participate the in their emotion-regulation. Speaking summarily, Lewis (1992) asserted that the failures of attachment figures to provide the child with needed psychological support creates a shameful disposition.…”

Section: Narcissism and Shamementioning

confidence: 99%

An Analysis of Self: The Development and Assessment of a Measure of Selfobject Needs

Arble

Barnett

2017

Journal of Personality Assessment

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Section: Narcissism and Shamementioning

confidence: 99%

An Analysis of Self: The Development and Assessment of a Measure of Selfobject Needs

Arble

Barnett

2017

Journal of Personality Assessment

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“…5 Both mother and baby adjust their responses to each other within seconds or fractions of seconds, according to discernible "rules" of mutual regulation that are made up as they go along (Beebe 1986;Beebe, Stern and Jaffe, 1979;Nadel et al 1999;Papoušek and Papoušek 1981;Stern 1971). Over much of the first year of the infant's life, the pair engage and disengage, synchronize and alternate, practicing their physical, physiological, and emotional "attunement" by means of these multimodal expressive signals.…”

Section: Proto-aesthetic Dispositions In Infantsmentioning

confidence: 99%

The Artification Hypothesis and Its Relevance to Cognitive Science, Evolutionary Aesthetics, and Neuroaesthetics

Dissanayake¹

2009

Cognitive Semiotics

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An ethological description of mother-infant interaction suggests that it was adaptive during human evolution. From their early weeks, infants universally respond to certain affect-laden elements of maternal communication that can be called "proto-aesthetic." I hypothesize that these capacities and receptivities, which evolved from about 1.7 million years ago to enable mother-infant bonding, became a reservoir of affective mechanisms that could be used subsequently by ancestral humans when they first began to "artify"-that is, when they invented the "arts" as vehicles of ceremonial religious experience. The ethological, evolutionary, and cross-cultural foundations of the Artification Hypothesis challenge current influential ideas in cognitive science, evolutionary aesthetics, and neuroaesthetics about human aesthetic capacities and behavior. The hypothesis offers a broader and deeper view to these fields by emphasizing preverbal, presymbolic, pancultural, cross-modal, supra-modal, participative, temporally organized, affective, and affinitive aspects of aesthetic cognition and behavior. It additionally proposes that artifying is an unrecognized but vital evolved component of human nature. CORRESPONDENCE: Ellen Dissanayake.

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“…7 Abstracted from the socioaffective dialogue with the mother, these mental representations enable the infant to image the expectation of mutuality and reciprocity in social contact: of being matched by and being able to match the affective state of the partner, as well as "participating in the state of the other" (Beebe & Lachman, 1988). This process continues through childhood, where the skills of emotional awareness (including empathy for self and others) and impulse-and self-control are learned through relationships with parents, siblings, teachers and peers.…”

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confidence: 99%

Facilitating Emotional Self-Regulation in Preschool Children: Efficacy of the Early HeartSmarts Program in Promoting Social, Emotional and Cognitive Development

Bradley¹,

Atkinson²,

Tomasino³

et al. 2009

PsycEXTRA Dataset

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Abstract:Developed by the Institute of HeartMath (IHM), the Early HeartSmarts (EHS) program is designed to train teachers to guide and support young children (3-6 years old) in learning emotional self-regulation and key age-appropriate socioemotional competencies, with the goal of facilitating their emotional, social and cognitive development. This work reports the results of an evaluation study conducted to assess the efficacy of the EHS program in a pilot implementation carried out during the 2006-2007 academic year in schools of the Salt Lake City School District. The study was conducted using a quasiexperimental longitudinal field research design with three measurement moments (baseline and pre-and post-intervention panels) using The Creative Curriculum Assessment (TCCA) instrument, a teacher-scored, 50-item instrument measuring student growth in four areas of developmentsocial/emotional, physical, cognitive and language development. Children in nineteen preschool classrooms were divided into intervention and control group samples (N = 66 and 309, respectively; mean age = 3.6 years), in which classes in the former were specifically selected to target children of lower socioeconomic and ethnic minority family backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and also in each of the four development areas measured by the TCCA: the results of a series of ANCOVAs found a strong, consistent pattern of significant differences on the development measures favoring preschool children who received the EHS program over those in the control group who did not.Recent advances in neuroscience are highlighting connections between emotion, social functioning and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making and social functioning, are both profoundly affected by and subsumed within the processes of emotion … .

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The contribution of mother-infant mutual influence to the origins of self- and object representations.

Cited by 416 publications

References 85 publications

An Analysis of Self: The Development and Assessment of a Measure of Selfobject Needs

An Analysis of Self: The Development and Assessment of a Measure of Selfobject Needs

The Artification Hypothesis and Its Relevance to Cognitive Science, Evolutionary Aesthetics, and Neuroaesthetics

Facilitating Emotional Self-Regulation in Preschool Children: Efficacy of the Early HeartSmarts Program in Promoting Social, Emotional and Cognitive Development

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