父母与婴儿沟通发展的综合模式

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2024-02-28 DOI:10.1111/cdep.12507
Or Lipschits, Ronny Geva
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引用次数: 0

摘要

交流通常被认为是通过有意识的符号过程将人们联系起来。婴儿的交流工具箱尚未成熟,这就提出了一个问题:他们是如何形成联系感的?在这篇文章中,我们提出了一个婴儿沟通的框架,强调微妙的无意识行为和自发的偶然信号,它们传递着驱动力、情感和联系感,促进了原始社会纽带的形成。我们的发展模型强调了婴儿期各种交流模式及其在社会互动中相互作用的重要性。该框架利用了三个层次的交流--自主交流、行为交流和象征性交流--及其不同的成熟途径。最初,婴儿的社会交往依赖于自主反应和动态行为剧目,它们在婴儿出生后的第一年不断发展,支持了符号交流的出现。这种扩展的交流框架突出了婴儿作为主动交流者的角色,并允许追溯交流发展的级联。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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An integrative model of parent-infant communication development

Communication is commonly viewed as connecting people through conscious symbolic processes. Infants have an immature communication toolbox, raising the question of how they form a sense of connectedness. In this article, we propose a framework for infants' communication, emphasizing the subtle unconscious behaviors and autonomic contingent signals that convey drives, emotions, and a sense of connection, facilitating the formation of primal social bonds. Our developmental model emphasizes the importance of diverse modes of communication and their interplay in social interactions during infancy. The framework leverages three levels of communication—autonomic, behavioral, and symbolic—and their different maturational pathways. Initially, infants' social communication relies on autonomic responses and a dynamic behavioral repertoire, which evolve during the first year of life, supporting the emergence of symbolic communication. This extended communication framework highlights infants' role as proactive communicating agents and allows for tracing communicative developmental cascades back to their origins.

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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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Issue Information - Editorial Board Designing equity‐centered early learning assessments for today's young children The development of prosocial risk‐taking behavior: Mechanisms and opportunities The (in)effectiveness of training domain‐general skills to support early math knowledge The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types
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