Article published In:
Asymmetry and adaptation in social interaction: A micro-analytic perspectiveEdited by Iris Nomikou, Karola Pitsch and Katharina Rohlfing
[Interaction Studies 14:2] 2013
► pp. 240–267
Edited by Iris Nomikou, Karola Pitsch and Katharina Rohlfing
[Interaction Studies 14:2] 2013
► pp. 240–267
Educating attention
Recruiting, maintaining, and framing eye contact in early natural mother–infant interactions
In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant. Keywords: multimodal input; eye contact; interactional adaptation; ecology of attention; social learning
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