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 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

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

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

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

Markov diagram of the main early interactive patterns in typical developing children according to time and interaction direction.

<p>Markov diagram of the main early interactive patterns in typical developing children according to time and interaction direction.</p

Developmental view of main interactive behaviors for infants with autism.

<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 are given in the text.</p

Analysis of parent-infant interaction: general principals.

<p>{CG→BB} ensemble of interactive patterns from caregiver (CG) to baby (BB); {BB→CG} ensemble of interactive patterns from baby (BB) to caregiver (CG); GLMM = Generalized Linear Mixed Model.</p