Conversaciones tempranas: comunicación y diálogo

AbstractWhat is dialogue and how can we find it? This paper addresses this question in the context of tracing the origins of communication in human infancy. Structural criteria - such as turn taking -have often been used to identify genuine communication. Implementing these criteria have led to considerable debate in relation to the 'proto-conversations' of the twomonth- old, debates which arose in the late 1970s and are still alive today. The paper considers some of the evidence from infant behaviour involved in these debates and in relation to the question of infants' awareness of the 'meaning' of adult facial expressions. In addition to these structural criteria it is suggested that functional criteria such as openness and recognition might be important for our understanding of the origins of dialogue. The paper discusses the apparent paradox of language -how communication is needed to make private experience public, but at the same time, cannot occur until experience is already public- and argues that this paradox disappears if shared experience rather than private representation is taken as primary

Teasing and clowning in infancy

Summary“… do not take from me your laughter..... it opens for me all the doors of life”— Pablo NerudaBefore they speak or walk or crawl, infants joke. Infant laughter captured the attention of Aristotle, who thought it was the sign of the entry of the soul into the body, and of Darwin, who noted its emergence in the fourth month of life. Darwin saw such laughter as the early appreciation of humour, the presence at this age of which should not surprise us too much, given the early emergence of play in other mammals. In the twentieth century, however, these observations faded from scientific attention; humour began to be seen as an intellectual achievement requiring complex cognitive abilities, with infant laughter seen merely as a reaction to external stimuli. Recent research, however, has uncovered remarkable cognitive and emotional sensitivities in very young infants. And, as it turns out, humour and laughter in infants offer a rich source of insights into their understanding of the world, and indeed for our understanding of infants. The study of infant humour is no joke

The practice of everyday life provides supporters and inviters of morally responsible agency

Drawing on research from conversation analysis and developmental psychology, we point to the existence of “supporters” of morally responsible agency in everyday interaction: causes of our behavior that we are often unaware of, but that would make goodenough reasons for our actions, were we made aware of them

Jointly structuring triadic spaces of meaning and action:book sharing from 3 months on

This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3-12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7-9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9-12 months, social book interactions resurfaced, as infants began to effectively integrate object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4-6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning

Dialogue in the making: emotional engagement with materials

Taking a psychological and philosophical outlook, we approach making as an embodied and embedded skill via the skilled artisan’s experience of having a corporeal, nonlinguistic dialogue with the material while working with it. We investigate the dynamic relation between maker and material through the lens of pottery as illustrated by wheel throwing, claiming that the experience of dialogue signals an emotional involvement with clay. The examination of Merleau-Ponty’s phenomenology of habit, the skilled intentionality framework, and material engagement theory show that while these theories explain complementary aspects of skilful engagement with the material world, they do not consider the dialogic dimension. By way of explanation, we submit that the artisan’s emotional engagement with the material world is based in openness and recognition and involves dialogue with the material. Drawing on the intimate relationship between movement and emotion, it promotes an open-ended manner of working and permits experiencing with the material, acting into its inherent possibilities. In conclusion, we suggest that dialogue, whether verbal or nonverbal, constitutes a primary means for making sense of the world at large, animate and inanimate

The relationship between auditory processing and restricted, repetitive behaviors in adults with autism spectrum disorders

Current views suggest that autism spectrum disorders (ASDs) are characterised by enhanced low-level auditory discrimination abilities. Little is known, however, about whether enhanced abilities are universal in ASD and how they relate to symptomatology. We tested auditory discrimination for intensity, frequency and duration in 21 adults with ASD and 21 IQ and age-matched controls. Contrary to predictions, there were significant deficits in ASD on all acoustic parameters. The findings suggest that low-level auditory discrimination ability varies widely within ASD and this variability relates to IQ level, and influences the severity of restricted and repetitive behaviours (RRBs). We suggest that it is essential to further our understanding of the potential contributing role of sensory perception ability on the emergence of RRBs

Relations among detection of syllable stress, speech abnormalities, and communicative ability in adults with autism spectrum disorders

Purpose: To date, the literature on perception of affective, pragmatic, and grammatical prosody abilities in autism spectrum disorders (ASD) has been sparse and contradictory. It is interesting to note that the primary perception of syllable stress within the word structure, which is crucial for all prosody functions, remains relatively unexplored in ASD. Thus, in the current study, we explored syllable stress perception sensitivity and its relationship to speech production abnormalities and communicative ability in adults with ASD. Method: A same–different syllable stress perception task using pairs of identical 4-syllable words was delivered to 42 adults with/without high-functioning ASD, matched for age, to investigate primary speech perception ability in ASD. Speech production and communicative ability in ASD was measured using the Autism Diagnostic Observation Schedule (Lord et al., 2000). Results: As predicted, the results showed that adults with ASD were less sensitive in making judgments about syllable stress relative to controls. Also, partial correlations revealed a key association of speech production abnormalities with stress perception sensitivity, rather than communicative ability. Conclusions: Our findings provide empirical evidence for deficits on primary syllable stress perception in ASD and its role on sociocommunicative difficulties. This information could facilitate the development of effective interventions for speech and language therapy and social communication

Seeing a blush on the visible and invisible spectrum: a functional thermal infrared imaging study

So far blushing has been examined in the context of a negative rather than a positive reinforcement where visual displays of a blush were based on subjective measures. The current study used infrared imaging to measure thermal patterns of the face while with the use of a video camera quantified on the visible spectrum alterations in skin color related to a compliment. To elicit a blush a three-phase dialog was adopted ending or starting with a compliment on a female sample (N = 22). When the dialog ended with a compliment results showed a linear increase in temperature for the cheek, and forehead whereas for the peri-orbital region a linear decrease was observed. The compliment phase marked the highest temperature on the chin independent of whether or not the experiment started with a compliment contrary to other facial regions, which did not show a significant change when the experiment started with a compliment. Analyses on the visible spectrum showed that skin pigmentation was getting deep red in the compliment condition compared to the serious and social dialog conditions for both the forehead and the cheeks. No significant association was observed between temperature values and erythrocyte displays on the forehead and cheek. Heat is the physiological product of an arousing social scenario, however, preconceived notions about blushing propensity seem to drive erythrocyte displays and not necessarily conscious awareness of somatic sensations

Synchrony, co-eating and communication during complementary feeding in early infancy

The transition from milk to complementary food is a crucial but difficult process, requiring considerable adult sensitivity. We know little about the relationship between maternal feeding behaviours and infant willingness to eat at the onset of complementary feeding (CF), and we know even less about how these patterns might vary across cultures. Thirty-seven dyads (15 from the UK and 22 from Italy) took part in a longitudinal study, during which mealtimes were video-recorded one week after the onset of CF (Time 1) and at 7 months of infant age (Time 2). The first five minutes of mealtimes were coded for maternal feeding behaviours, for infant willingness to eat and for synchrony in feeding. Maternal vocal communications (MVCs) and attention directing acts (ADAs) during the whole mealtime were also coded. Infant willingness to eat was significantly related to synchrony and co-eating, suggesting the importance of sensitivity and empathy during feeding as in other parent-infant interactions. The frequency of maternal ADAs varied between nationalities, and, contrary to current advice, did not relate negatively to infant willingness to eat. These patterns and variations suggest the need to consider CF as a contextually variable and sensitive foundation for feeding relationships