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[null,null,"Titolo",null,"Moving and Interacting in Infancy and Early Childhood : An Embodied, Intersubjective, and Multimodal Approach to the Interpersonal World / / edited by Silvia Español, Mauricio Martínez, Fernando G. Rodríguez"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022"]
[null,null,"ISBN",null,"3-031-08923-5"]
[null,null,"Edizione",null,"[1st ed. 2022.]"]
[null,null,"Descrizione fisica",null,"1 online resource (334 pages)"]
[null,null,"Disciplina",null,"305.231"]
[null,null,"Soggetti",null,"Developmental psychology"]
[{"$nulls":4},"Cognitive psychology"]
[{"$nulls":4},"Motor ability in children"]
[{"$nulls":4},"Language acquisition"]
[{"$nulls":4},"Developmental Psychology"]
[{"$nulls":4},"Cognitive Psychology"]
[{"$nulls":4},"Child and Adolescence Psychology"]
[{"$nulls":4},"Cognitive Development"]
[{"$nulls":4},"Motor Skills Development"]
[{"$nulls":4},"Language Acquisition and Development"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- Acknowledgment -- Contents -- Contributors -- Chapter 1: An Invitation to an Embodied, Multimodal, and Intersubjective Approach to Development -- 1.1 About This Book -- 1.2 An Embodied, Multimodal, and Intersubjective Approach to Development -- 1.2.1 Embodied Experiences -- 1.2.2 Intersubjectivity and Second-Person Perspective -- 1.2.3 The Multimodal Interpersonal World in Infancy and Early Childhood -- 1.2.4 Our Theoretical and Empirical Approach -- 1.3 Overview of the Chapters -- References -- Chapter 2: The Infant-Directed Improvised Performances: What They Are and What Happens Through Them -- 2.1 Introduction -- 2.2 About Infant-Directed Improvised Performances -- 2.2.1 The Aesthetic Perspective -- 2.2.2 The Varied Repetition of Simple Motifs: A Strategy for Reciprocity -- 2.2.3 Two Performing Art Tools to Analyze IDI-Performances -- Music Performance Studies That Are Relevant to the Analysis of Multimodal IDI-Performance -- Contemporary Dance "]
[{"$nulls":4},"Studies Relevant to the Analysis of Multimodal IDI-Performance -- 2.2.4 A Clear-Cut Description of IDI-Performances -- 2.2.5 Between Affect and Cognition -- 2.3 What Microanalysis Tells Us About IDI-Performances -- 2.3.1 The Repetition-Variations Form and Other Resources of the Performing Arts -- Brief Description of the General Scene -- Moment 1 - An IDI-Performance, a Phone Ring, and a Different Multimodal Pattern -- Moment 2 - A Peek-a-Boo Game, a Fortuitous Event, and a Resolution -- 2.3.2 Image-Schemas and Primary Metaphors -- Brief Description of the General Scene -- Moment 1 - Preparation and Enaction of the UP-DOWN Image-Schema -- Moment 2 - CODA, with Activation of the Primary Metaphor INTIMACY IS PROXIMITY -- 2.4 What Happens Through the IDI-Performances? -- 2.5 Final Remarks -- References."]
[{"$nulls":4},"Chapter 3: Infant-Directed Improvised Performances, Protoconversations, and Action Songs During the First Year of Life -- 3.1 Introduction -- 3.2 An Empirical Study on Infant-Directed Improvised Performances, Protoconversations, and Action Songs -- 3.2.1 Method -- Participants and Materials -- Procedure -- Observation Code -- 3.2.2 Results -- Quantitative Analysis -- Qualitative Analysis -- IDI-Performances -- Fleeting IDI-Performances -- Reiterated IDI-Performances -- Reiterated Dyadic IDI-Performances -- Reiterated Family IDI-Performances -- Protoconversations -- Action Songs -- 3.2.3 Final Remarks -- References -- Chapter 4: Early Reciprocity: Temporal Coordination and Modality Behavior in Parental Imitation and Affect Attunement -- 4.1 Introduction -- 4.1.1 Reciprocity and Second-Person Perspective -- 4.1.2 Adult Responsiveness -- 4.1.3 Parental Imitation and Affect Attunement -- The Frequency of Maternal Imitation and Affect Attunement, and Its Relation with Infant Reaction -- Modality Behavior in Parental Imitation and Affect Attunement -- A Time Window for Contingent Responsiveness and Behavior Modality -- 4.2 An Empirical Study on Maternal Imitation and Affect Attunement -- 4.2.1 Method -- Participants -- Procedure -- Observation Code -- 4.3 Patterns of Maternal Matching Response -- 4.4 Behavioral Modality of Infant Signal and Maternal Response -- 4.5 Temporal Coordination Between Infant Signal and Maternal Response -- 4.5.1 Analytic Strategy and Coding Reliability -- 4.5.2 Results -- How Often Does the Mother Attune or Imitate Infant Signals When They Play Together? -- How Does the Mother Respond to the Signals Offered By Her Infant? -- What Goes with What? Matching Between Infant and Maternal Behavioral Modalities."]
[{"$nulls":4},"How Is Maternal Matching Responsiveness Manifested? Temporal Coordination and Matching Modalities in Affect Attunement and Maternal Imitation -- 4.5.3 Discussion -- 4.5.4 Final Remarks -- References -- Chapter 5: Rhythm as a Prototypical Example of the Relationship Between Intersubjective and Perceptual Development During the First Year of Life -- 5.1 Introduction -- 5.2 Early Intersubjective Development -- 5.3 Beyond the Transit -- 5.4 The Psychological Explanation of Intersubjective Development -- 5.5 The Behavior of the Adult During the Intersubjective Encounter -- 5.5.1 Rhythm in Infant-Directed Adult Behavior -- 5.5.2 Rhythm in Performances Directed to the Baby -- 5.5.3 Rhythm in Affective Attunement -- 5.6 The Development of Multisensory Perception of Rhythm -- 5.6.1 The Detection of Rhythmic Patterns -- 5.6.2 Discrimination of Rhythmic Patterns During the First Year of Life -- 5.6.3 Recognition of Intersensory Relationships Based on Rhythm -- 5.7 Plausible Relations Between the Development of Multisensory Rhythm Perception and Intersubjective Development During the First Year -- 5.7.1 The Detection of Multimodal Rhythm Patterns During "]
[{"$nulls":4},"Gestation and the First Months of Extrauterine Life -- 5.7.2 Discrimination of Rhythmic Patterns and the Intersubjective Encounter -- 5.8 Recognition of Multimodal Rhythmic Patterns and the Intersubjective Encounter -- 5.9 Final Remarks -- References -- Chapter 6: The Development of Multisensory Perception of Temporal Amodal Information -- 6.1 Introduction -- 6.2 Multisensory Perception of Temporal Amodal Information (MPTAI): Conceptual, Empirical, and Methodological Approaches for an Explanation of Its Ontogenesis -- 6.2.1 Amodal and Modality-Specific Information -- 6.2.2 Different Perceptual Skills -- 6.2.3 Development of Perceptual Skills -- 6.3 Setting the Ground for the Explanation of the Genesis of MPTAI."]
[{"$nulls":4},"6.3.1 First Issue: The Prominent Role of Multisensory Perception of Temporal Amodal Information -- 6.3.2 Second Issue: Opting for a \"Differentiation\" Perspective -- 6.3.3 Third Issue: Perception/Action and Its Genesis -- 6.4 The Ecological Theory of Perception and Perceptual Learning -- 6.4.1 The Explanation of Perceptual Learning -- 6.4.2 Differentiation -- 6.4.3 Exploratory Activity -- 6.4.4 Scope and Limits of Perceptual Learning Theory -- 6.5 The Development of Multisensory Perception as a Development of Functional Systems -- 6.6 A Theory of the Ontogenesis of MPTAI -- 6.6.1 From Natural Systems to Combined Systems -- Natural System 1. Sensitivity to Amodal Information -- Natural System 2. The Exogenous Control of Exploration Activity -- Combined System 1. Voluntary Control of Exploratory Activity -- Combined System 2. Discrimination of Amodal Information -- Combined System 3. Recognition of Amodal Information -- 6.6.2 Development of MPTAI Nested in Intersubjective Encounters: Social Mediation -- 6.7 Some Remarks on the Ontogenesis of MPTAI -- 6.7.1 Social Mediation Systems Linked to the Functional Reorganization of Psychological Systems -- Intersensory Redundancy -- The Repetition-Variation Form -- Contrast -- Affect Attunement -- 6.7.2 The Intersubjective Contexts Where Exploratory Activity, Discrimination and Perceptual Recognition Arise -- The Genesis of Exploratory Activity: Voluntary Control -- The Genesis of Perceptual Discrimination in the Intersubjective Context -- The Genesis of Perceptual Recognition in the Intersubjective Context -- 6.8 Finals Remarks -- References -- Chapter 7: The Transition from Early Bimodal Gesture-Word Combinations to Grammatical Speech -- 7.1 Introduction -- 7.2 Gesture: Definitions and Controversies -- 7.3 Bimodal Gesture-Word Combinations in Pregrammatical Communicative Interactions: On some Marginal Cases."]
[{"$nulls":4},"7.3.1 Some Challenges to the Proto-Propositional Model -- Some Marginal Bimodal Expressions -- Some Classificatory Uncertainties -- 7.3.2 Other Difficulties Concerning Conventional Categories of Bimodal Combinations -- 7.3.3 Negation-Inclusive Combinations -- 7.3.4 Double Gestures and Compound Gestures -- 7.4 From Bimodal Combinations to Grammatical Structures: Looking for a Missing Link -- 7.4.1 Role Semantics or Thematic Pairs -- 7.4.2 Formal Models and Semantic Roles: Linking an Old Idea with New Observations -- 7.5 Toward an Ecological Code of Developmental Communication -- 7.6 Final Remarks -- References -- Chapter 8: Multimodal Expression in Communicative Functions, Gestures, Vocalizations, and the Contribution of Early Musicality -- 8.1 Introduction -- 8.2 The Functional Classification of Pregrammatical Communicative Expressions -- 8.2.1 From Linguistic Functions to Communicative Functions -- 8.2.2 From an Empirical Study on Communicative Functions in Early Childhood -- 8.2.3 Observation Code -- 8.3 Within Our 'Other' Category -- 8.3.1 Ratifying Function -- 8.3.2 Completive Function -- 8.3.3 Philo-musical Function -- 8.4 Final Remarks -- References -- "]
[{"$nulls":4},"Chapter 9: Forms of Vitality Play -- 9.1 Introduction -- 9.1.1 Play in Human Infancy -- 9.1.2 The Cradle of Play -- 9.1.3 Pretend Play -- 9.2 Forms of Vitality -- 9.2.1 A Spontaneous Integration from Experiences of Movement -- 9.2.2 Forms of Vitality in Infancy and the Arts -- 9.2.3 Forms of Vitality in Neurological and Psychopathology Research, and in Psychotherapy -- 9.3 Forms of Vitality Play -- 9.3.1 Towards a Categorization of Play with Forms of Vitality -- Operational Definitions of the General Category and the Four Subcategories -- Illustration of the Four Subcategories -- Improvised Forms of Vitality Play -- Ritualized Forms of Vitality Play -- Pretend Play &amp -- FoVP -- Role Play &amp."]
[{"$nulls":4},"FoVP."]
[null,null,null,"Sommario/riassunto","This book introduces studies on infant and early childhood development that are in a permanent dialogue with the psychology of music, the philosophy of mind, and human movement studies. They are based on an innovative framework that combines embodied cognition, the multimodal approach to child development, and the second-person perspective in social cognition. This frame of reference allows authors to revisit relevant topics in developmental psychology, such as adult-infant interactions; early intersubjective experiences; the development of perceptual, verbal and gestural communication skills; as well as the complexity of play in infancy and early childhood. In the field of infancy and early childhood studies, the three viewpoints brought together in this volume had a clear innovative impact. Embodied psychology showed the body to be the primary agent in the interactions that shape the infant's psyche. The second-person perspective exhibited the direct, transparent, I-Thou contact involved in the first patterns of reciprocity between adult and infant, and the multimodal theory of perceptual development revealed an infant immersed in a multisensory environment conveying information to all perceptual systems as a unified experience. The studies presented in this volume combine these three viewpoints and link them through the use of analytical tools and concepts from the temporal arts (music and dance). This way of conducting empirical research on some central topics in early infancy led to an aesthetic conception of development that emphasizes bodily experience, temporal affects and their intertwining with symbolic capacities Moving and Interacting in Infancy and Early Childhood: An Embodied, Intersubjective, and Multimodal Approach to the Interpersonal World will provide innovative tools for developmental and cognitive psychologists studying the development of early socio-cognitive skills in infants and young children, and will also serve as a rich source of information for researchers and practitioners in other fields, such as education and nursing, who can benefit from cutting-edge knowledge in developmental sciences."]