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Dyadic Interaction Style and Infant Attention in the Sticky Mittens Paradigm

dc.contributor.advisorNeedham, Amy
dc.contributor.authorJeanne, Charlotte
dc.descriptionThis study was completed with mentorship from Dr. Amy Needham for the Honors Program for Psychological Sciences.en_US
dc.description.abstractPrevious research has shown that the “sticky mittens” reaching intervention has a positive effect on reaching and object exploration skills. Further, early reaching and object exploration abilities have been shown to have far-reaching, downstream effects on other developmental domains. Although parents play a crucial role in facilitating the sticky mittens intervention, specific parental scaffolding behaviors and dyadic interaction quality have not yet been explored. The goal of this study was to explore the phenomenon of “motionese,” or infant-directed motions, which are exaggerated object-directed motions used by parents that tend to capture infant attention. The results show that some parents time their infant-directed motions more sensitively to their infant’s attentional state than others, leading to more synchronous dyadic interaction between parent and infant. Results provide evidence for three different dyadic interaction styles present at as early as 2.5-3.5 months: symmetrical, asymmetrical, and disruptive.en_US
dc.description.sponsorshipThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciencesen_US
dc.publisherVanderbilt Universityen_US
dc.subjectSticky Mittensen_US
dc.subjectInfant-Directed Motionsen_US
dc.subject.lcshDevelopmental psychologyen_US
dc.subject.lcshJoint attentionen_US
dc.titleDyadic Interaction Style and Infant Attention in the Sticky Mittens Paradigmen_US
dc.description.departmentPsychology and Human Developmenten_US

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