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Spontaneous Interaction (spontaneous + interaction)

Distribution by Scientific Domains
Humanities and Social Sciences83%

Selected Abstracts

Still-face and separation effects on depressed mother-infant interactions

INFANT MENTAL HEALTH JOURNAL, Issue 3 2007
Tiffany Field
Maternal emotional and physical unavailability have differential effects on infant interaction behavior as noted in a study by Field, Vega-Lahr, Scafidi, and Goldstein (1986). In that study, four-month-old infants experienced their mother's still face and a brief separation from the mother. Spontaneous interactions preceded and followed these to serve as baseline and reunion episodes. Although the infants became more negative and agitated during both conditions, the still face elicited more stressful behaviors. The present study replicated the Field et al. (1986) study but also compared infants of depressed and infants of nondepressed mothers. The infants of depressed versus those of nondepressed mothers were less interactive during the spontaneous interactions, as were their mothers, and they showed less distress behaviors during the still-face condition. During the "return to spontaneous interaction" following the still-face condition, they were also less interactive, as evidenced by fewer positive as well as fewer negative behaviors. Their mothers were also less active. The nondepressed mothers and infants were extremely active, as if trying to reinstate the initial spontaneous interaction. Minimal change occurred during the separation condition except that both groups of infants vocalized less than they had during the spontaneous interaction. During the reunion following the separation period, the infants of depressed versus nondepressed mothers were paradoxically more active, although their mothers continued to be less interactive. [source]

North atlantic oscillatiodannular mode: Two paradigms,one phenomenon

THE QUARTERLY JOURNAL OF THE ROYAL METEOROLOGICAL SOCIETY, Issue 564 2000
John M. Wallace
Abstract The North Atlantic Oscillation (NAO), as defined in the studies of Sir Gilbert Walker ca. 1930, and the zonal-index cycle, as elaborated by investigators at the Massachusetts Institute of Technology some twenty years later, are different interpretations of the same entity, whose time variations are well represented by the leading principal component of the northern hemisphere sea-level pressure field. The NAO paradigm envisions this phenomenon as involving a unique teleconnection pattern in the Atlantic sector that varies on interannual and longer time-scales in association with large-scale atmosphere-ocean interaction. In contrast, the zonal-index-cycle paradigm posits the existence of independent, fundamentally zonally symmetric (or ,annular') modes of variability in the northern and southern hemispheres, both of which fluctuate on intraseasonal as well as interannual time-scales. Spontaneous interactions between the zonally symmetric flow and the eddies are viewed as being largely responsible for the variability of the annular modes at the higher frequencies, and a variety of different mechanisms including, but by no means limited to, atmosphere-ocean interaction are viewed as potentially capable of forcing them at the lower frequencies. The NAO and ,annular mode' paradigms offer contradictory interpretations of the causal linkages that are responsible for the observed correlations between North Atlantic climate variability and variations in a diverse array of zonally averaged quantities. They suggest different research agendas and they evoke quite different images in the popular press. It is argued that the two paradigms cannot be equally valid and that it is in the interests of the community to come to a consensus as to which of them is more appropriate. Rules of evidence are proposed as a basis for making that decision. [source]

Teaching Gambits: The Effect of Instruction and Task Variation on the Use of Conversation Strategies by Intermediate Spanish Students

FOREIGN LANGUAGE ANNALS, Issue 2 2002
2Article first published online: 10 SEP 200, Gregory Taylor
This study, based in part on previous research by Wildner-Bassett (1984), examined (1) whether gambit use in Spanish can be taught effectively in the classroom, allowing the student to use gambits appropriately in unplanned speech; (2) how the type of interactional situation (a friendly discussion versus a complaint) affects the production of gambits; and (3) what types of gambits show the greastest increases in use for each interactional situation. Participants were intermediate students. A repeated-measures design was used. Results suggest that students can be taught to use gambits effectively and appropriately in the classroom. In addition, the nature of the interactional situation seemed to make a difference in the ability of the students to produce gambits in spontaneous interaction and in the types of gambits they produced. [source]

Still-face and separation effects on depressed mother-infant interactions

INFANT MENTAL HEALTH JOURNAL, Issue 3 2007
Tiffany Field
Maternal emotional and physical unavailability have differential effects on infant interaction behavior as noted in a study by Field, Vega-Lahr, Scafidi, and Goldstein (1986). In that study, four-month-old infants experienced their mother's still face and a brief separation from the mother. Spontaneous interactions preceded and followed these to serve as baseline and reunion episodes. Although the infants became more negative and agitated during both conditions, the still face elicited more stressful behaviors. The present study replicated the Field et al. (1986) study but also compared infants of depressed and infants of nondepressed mothers. The infants of depressed versus those of nondepressed mothers were less interactive during the spontaneous interactions, as were their mothers, and they showed less distress behaviors during the still-face condition. During the "return to spontaneous interaction" following the still-face condition, they were also less interactive, as evidenced by fewer positive as well as fewer negative behaviors. Their mothers were also less active. The nondepressed mothers and infants were extremely active, as if trying to reinstate the initial spontaneous interaction. Minimal change occurred during the separation condition except that both groups of infants vocalized less than they had during the spontaneous interaction. During the reunion following the separation period, the infants of depressed versus nondepressed mothers were paradoxically more active, although their mothers continued to be less interactive. [source]