Yeojin A. Ahn, Katherine Martin, Emily B. Prince, Sy-Miin Chow, Jeffrey F. Cohn, Jue Wang, Elizabeth A. Simpson, Daniel S. Messinger
{"title":"How still? Parent–infant interaction during the still-face and later infant attachment","authors":"Yeojin A. Ahn, Katherine Martin, Emily B. Prince, Sy-Miin Chow, Jeffrey F. Cohn, Jue Wang, Elizabeth A. Simpson, Daniel S. Messinger","doi":"10.1002/icd.2492","DOIUrl":null,"url":null,"abstract":"<p>In the still-face episode of the Face-to-Face/Still-Face (FFSF), parents are asked to become unresponsive. However, infant–parent interaction may be irrepressible, and there is some evidence that interaction during the still-face is associated with attachment outcome. To explore these questions, we independently coded the continuous affective valence (negative to positive) of seventy-three 6-month-old infants (45 males; 36 Hispanic/Latinx; 38 White, 3 Black/African-American, 2 Asian, 30 multiracial) and their parents (<i>M</i><sub>age</sub> = 36 years; 5 males; 30 Hispanic/Latinx; 65 White, 3 Black/African-American, 2 Asian, 2 unknown) during the FFSF and assessed attachment at 15 months with the Strange Situation Procedure (<i>n</i> = 66). There was a mean positive correlation between moment-to-moment parent and infant affective valence, indicating synchronous affective interaction during the still-face (<i>d</i> = 0.63). Higher levels of affect interaction during the still-face episode were detected in infants later classified as disorganised compared to securely attached (<i>d</i> = 0.97). Findings underscore the importance of testing for still-face interaction and suggest that this interaction may be an unappreciated predictor of infant attachment outcomes.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Infant and Child Development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/icd.2492","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
In the still-face episode of the Face-to-Face/Still-Face (FFSF), parents are asked to become unresponsive. However, infant–parent interaction may be irrepressible, and there is some evidence that interaction during the still-face is associated with attachment outcome. To explore these questions, we independently coded the continuous affective valence (negative to positive) of seventy-three 6-month-old infants (45 males; 36 Hispanic/Latinx; 38 White, 3 Black/African-American, 2 Asian, 30 multiracial) and their parents (Mage = 36 years; 5 males; 30 Hispanic/Latinx; 65 White, 3 Black/African-American, 2 Asian, 2 unknown) during the FFSF and assessed attachment at 15 months with the Strange Situation Procedure (n = 66). There was a mean positive correlation between moment-to-moment parent and infant affective valence, indicating synchronous affective interaction during the still-face (d = 0.63). Higher levels of affect interaction during the still-face episode were detected in infants later classified as disorganised compared to securely attached (d = 0.97). Findings underscore the importance of testing for still-face interaction and suggest that this interaction may be an unappreciated predictor of infant attachment outcomes.
期刊介绍:
Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)