Additional file 2: of Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Table S1. Individual results of the ADI-R, CARS, VABS, PEP-R and IMITATION (Nadel) tests for all participant of the study. Table S2. Mean ratio of the results between T2 an T0 of the different scores of this study of the 17 children followed at home and the 3 subjects followed in center. Table S3. Mean ratio of the results between T2 an T0 of the different scores of this study of the 16 children under 6 years old and the 4 subjects aged more than 7 years old. (DOCX 45 kb

Motherese in Interaction: At the Cross-Road of Emotion and Cognition? (A Systematic Review)

<div><p>Various aspects of motherese also known as infant-directed speech (IDS) have been studied for many years. As it is a widespread phenomenon, it is suspected to play some important roles in infant development. Therefore, our purpose was to provide an update of the evidence accumulated by reviewing all of the empirical or experimental studies that have been published since 1966 on IDS driving factors and impacts. Two databases were screened and 144 relevant studies were retained. General linguistic and prosodic characteristics of IDS were found in a variety of languages, and IDS was not restricted to mothers. IDS varied with factors associated with the caregiver (e.g., cultural, psychological and physiological) and the infant (e.g., reactivity and interactive feedback). IDS promoted infants’ affect, attention and language learning. Cognitive aspects of IDS have been widely studied whereas affective ones still need to be developed. However, during interactions, the following two observations were notable: (1) IDS prosody reflects emotional charges and meets infants’ preferences, and (2) mother-infant contingency and synchrony are crucial for IDS production and prolongation. Thus, IDS is part of an interactive loop that may play an important role in infants’ cognitive and social development. </p> </div

Summary of the motherese interactive loop (a) and its socio-cognitive implications (2B).

<div><p>1A: The motherese interactive loop implies that motherese is both a vector and a reflection of mother-infant interaction.</p> <p>2B: Motherese affects intersubjective construction and learning. Its implications for infants’ early socio-cognitive development are evident in affect transmission and sharing, and in infants’ preferences, engagement, attention, learning and language acquisition.</p></div

Abnormalitas Dalam Novel Halo, Aku Dalam Novel Karya Nuril Basri: Kajian Psikologi Sastra

Karya sastra lahir sebagai produk masyarakat. Anggapan ini dilatarbelakangi oleh adanya peran pengarang sebagai anggota masyarakat yang telah banyak menciptakan aneka ragam karya. Karya sastra (Noor, 2007:11) merupakan suatu karya imajinatif yang bersifat fiktif (rekaan). Ada campur tangan pengarang dalam mengolah bahan (inspirasi) meskipun sumber inspirasi tersebut berasal dari Kenyataan (realitas) hidup. Berdasarkan asumsi tersebut, artinya, karya sastra yang sampai kepada masyarakat sudah bukan lagi murni realitas ataupun imajinasi, melainkan bentuk lain yang dihasilkan dari percampuran keduanya

Infant's and caregiver's behaviors and meta-behaviors from the infant caregiver behavior scale (ICSB).

<p>Infant's and caregiver's behaviors and meta-behaviors from the infant caregiver behavior scale (ICSB).</p

Developmental similarity between intellectual disability (ID) and typical development (TD) (red line) and between autism disorder (AD) and typical development (blue line) using Normalized Mutual Information (NMI) after non negative matrix factorization (S = semester).

<p>Developmental similarity between intellectual disability (ID) and typical development (TD) (red line) and between autism disorder (AD) and typical development (blue line) using Normalized Mutual Information (NMI) after non negative matrix factorization (S = semester).</p

Developmental view of meta-behaviors for typical infants.

<p>Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S =  Semester; See <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0022393#pone-0022393-t001" target="_blank">Table 1</a> for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001).</p

Developmental view of main interactive behaviors for infants with intellectual disability (ID).

<p>Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S = Semester; See <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0022393#pone-0022393-t001" target="_blank">Table 1</a> for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001). The red color indicates a significant difference when compared with TD: behavior in red color means that it differs in a group comparison (inside a given semester); arrow in red color means that the progression over time differs from that of the TD children (meaning the arrow has not the same direction). Significant p values of group comparisons are given in the text.</p

Infant response to caregiver vocalisation by time, group, parent's gender (mother vs. father) and acoustic characteristics (parentese vs. other speech) in home movies from infants who will later develop autism (N = 14) versus typically developing infants (N = 14).

<p>M = mother; F = father; P^ese = Parentese; OS = other speech; AD = autism disorder; TD = typical development; SE = Standard Error; ns = non significant.</p

Infants who will later develop autism: pathologic trajectory of infant's behaviours and changes in parents' stimulation to adapt to their infant.

<p>In this figure, we summarised early interaction between infants who will subsequently develop autism and their parents. Infants show less intersubjective behaviours and orienting towards people. Parents adapt their behaviour by using more regulation up and touching<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0061402#pone.0061402-Crown1" target="_blank">[13]</a>. Regulation Up/Down is defined as caregiver vocalisation that modulates the child's arousal and mood, to either excite (reg-up) or calm (reg-down). Regulation up is full of parentese, and this specific prosody appears to be significantly associated with the overall level of infants' responses, specifically infants' responses to parental vocalizations involving orientation towards people and receptive behaviours. At the third semester (S3), compared to typically developing children, fathers of infants who will later develop autism appear to commit themselves more and the vocalisations of fathers of children with AD are significantly associated with infant's intersubjective responses and seeking people.</p