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Profiles of Infant Communicative Behavior
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Margolis, Amy E.; Lee, Sang Han; Peterson, Bradley S.; Beebe, Beatrice – Developmental Psychology, 2019
Prior studies of mother-infant interaction have generally used a variable-centered approach to associate face-to-face communication with psychosocial outcomes. Herein, we use a person-centered approach to identify clusters of infants who exhibit similar behavioral profiles during face-to-face communication with their mothers. Four infant…
Descriptors: Infant Behavior, Child Language, Mothers, Parent Child Relationship
Retrieval of Episodic versus Generic Information: Does the Order of Recall Affect the Amount and Accuracy of Details Reported by Children about Repeated Events?
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Brubacher, Sonja P.; Roberts, Kim P.; Powell, Martine – Developmental Psychology, 2012
Children (N = 157) 4 to 8 years old participated 1 time (single) or 4 times (repeated) in an interactive event. Across each condition, half were questioned a week later about the only or a specific occurrence of the event ("depth first") and then about what usually happens. Half were prompted in the reverse order ("breadth first"). Children with…
Descriptors: Sample Size, Mathematical Models, Prediction, Regression (Statistics)
Imitation and Repetition of Prosodic Contour in Vocal Interaction at 3 Months
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Gratier, Maya; Devouche, Emmanuel – Developmental Psychology, 2011
This study investigates vocal imitation of prosodic contour in ongoing spontaneous interaction with 10- to 13-week-old infants. Audio recordings from naturalistic interactions between 20 mothers and infants were analyzed using a vocalization coding system that extracted the pitch and duration of individual vocalizations. Using these data, the…
Descriptors: Mothers, Imitation, Infants, Interaction
The Effects of a Responsive Parenting Intervention on Parent-Child Interactions during Shared Book Reading
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Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Zucker, Tricia; Crawford, April D.; Solari, Emily F. – Developmental Psychology, 2012
This study examined mother-child shared book reading behaviors before and after participation in a random-assignment responsive parenting intervention called Play and Learning Strategies (PALS) that occurred during infancy (PALS I), the toddler-preschool (PALS II) period, or both as compared with a developmental assessment (DAS) intervention (DAS…
Descriptors: Intervention, Parent Child Relationship, Learning Strategies, Play