Literatura académica sobre el tema "Early intersubjectivity"

Using recent scholarship on intersubjectivity and cultural cognitive narratology, this project explores the disruption and reformation of early modern identity in Elizabethan revenge tragedies. The purpose of this dissertation is to demonstrate how revenge tragedies contribute to the prevalence of a dialogical rather than monological self in early modern culture. My chapter on Thomas Kyd's The Spanish Tragedy synthesizes Debora Shuger’s work on the cultural significance of early modern mirrors--which posits early modern self-recognition as a typological process--with recent scholarship on the early modern dialogical self. The chapter reveals how audiences and mirrors function in the play as cognitive artifacts that enable complex experiences of intersubjectivity. In my chapter on Shakespeare's Titus Andronicus, I trace how characters construct new identities in relation to their shared suffering while also exploring intersubjectivity’s potential violence. When characters in Titus imagine the inward experience of others, they project a plausible narrative of interiority derived from inwardness’s external signifiers (such as tears, pleas, or gestures). These projections and receptions between characters can lead to reciprocated sympathy or violent aggression. My reading of John Marston’s Antonio’s Revenge explores revenge as a mode of competition. Marston suggests a similarity between the market conditions of dramatic performance (competition between playwrights, acting companies, and rival theaters) and the convention of one-upmanship in revenge tragedy, i.e. the need to surpass preceding acts of violence. While other Elizabethan revenge tragedies represent reciprocity and collusion between characters as important aspects of intersubjective self-reintegration, Marston’s play emphasizes competition and rivalry as the dominant force that shapes his characters. My final chapter provides an analysis of Shakespeare's Hamlet. I argue that recent scholarship on intersubjectivity and cognitive cultural studies can help us re-historicize the nature of Hamlet’s “that within which passes show.” Hamlet’s desire for the eradication of his consciousness explores the consequences of feeling disconnected from others in a culture wherein identity, consciousness, and even memory itself depend on interpersonal relations.

In the early 1900s, industry and new technologies dislocated our sense of selfhood. Since the Industrial Revolution, the world had become increasingly crammed with material objects, leading up to when the invention of radio and the rise of electricity perpetuated and evidenced an interest in the immaterial. A similar fascination with magic as expressed in cultural forms such as the traveling show and the séance pointed to our new relationship to the object world: the self, dislocated from the body, could relocate in objects, forming a circuitous relationship akin to electricity. This phenomenon is encapsulated by the representation of enchanted objects in the poetry and film of this era. T.S. Eliot’s The Wasteland (1922) and The Love Song of J. Alfred Prufrock (1915) make a natural pairing with the films of French Impressionism, particularly Dimitri Kirsanoff’s Ménilmontant (1926) and Jean Epstein’s Coeur Fidèle (1923), because these works all depict central characters whose selfhood extends beyond themselves and projects into objects, animating them and imbuing them with autonomous, lifelike characteristics in a manner analogous to an electrical current. Humans function increasingly like objects and objects begin to take on the qualities of living people, emphasized by both the formal and thematic elements of these poems and films. However, rather than isolating human beings in a soulless world of objects, this projection has the potential to introduce a new form of intersubjective and interobjective connectivity.

Dance<br>Ph.D.<br>This study of the dance experiences of related men and boys pursues overlapping and related research goals. It is an investigation about reflective teaching practice in the process of developing an emergent curriculum for this multi-generational group of men and boys. It is an investigation about the communicative moments between participants through which members expressed their pedagogical regard for each other, their needs, desires and their dance learning. And it is an investigation about this group of men and boys as an example of aesthetic community, a community engaged in expressing and mediating individual style and dispositions through a group process and resulting in deeply shared aesthetic meanings and group style. Fourteen participants in six family groups danced together on seven Saturdays in a small community north of Philadelphia, Pennsylvania. Participants ranged in age from five-years old to more than forty-five years old. Dance curriculum was designed in reference to the teacher's knowledge and experience of creative movement for primary aged children, and in reference to the teacher's dance performance and choreographic experiences and experiences of parenting. Based on detailed transcriptions of two-camera video documentation of the seven sessions, a narrative analysis thickly describes significant movements of participants, before, during and after the sessions, as well as interactions and participants' utterances. Post-session captioned drawings are discussed in detail following each session. Major findings are then presented as related to three research goals: reflective practice for emergent curriculum design, intersubjectivity as it occurred in this example of inter-generational dance education and an examination of this group of learners as an example of aesthetic community. Findings are discussed in relation to relevant literature and recommendations posed for further research.<br>Temple University--Theses

Peut-on considérer qu'un groupe de jeunes enfants entre 5 et 11 mois interagissant entre eux, peut constituer un contexte d'acquisition particulier avec des bénéfices spécifiques sur un accès au langage et à la communication ? D'abord nous devons déterminer s'il existe une dynamique entre très jeunes pairs d'âge et ensuite examiner quelle serait sa qualité. Prenant comme cadre de référence les interactions entre mère et enfant déjà caractérisées dans la littérature scientifique, l'observation et l'analyse d'un corpus transversal et longitudinal recueilli en milieu de crèche francophone à Paris en 2006 montrent comment certains enfants interagissent entre eux. Afin d'organiser les données, cette dynamique a été classifiée en trois procédés proto-communicatifs : l'attention conjointe, les interactions et les proto-actes du langage, qui ont été chacun, articulés par types. L'analyse qualitative de ces données met en évidence des caractéristiques équivalentes et plus performantes que celles des procédés proto-communicatifs décrits entre mère et enfant. L'observation de l'interaction entre très jeunes pairs d'âge peut constituer un nouveau support de données utiles pour comprendre l'accès au langage et à la communication chez l'enfant<br>Can a group of very young infants, between 5 and 11 months of age, interacting together provide an acquisition context with specific benefits of access to language and communication ? First we must determine if a communicative dynamic between very young peers exists and then examine its relevant qualities. Taking as a framework the already theorized interactions between mother and infant, the analysis of transversal and longitudinal data collected from a French nursery in Paris in 2006 shows some babies interacting with each other. In order to organize the data, this dynamic has been classified into three proto-communicative processes; joint attention, interactions and proto-speech acts. Qualitative analysis of peers interactions data shows equivalent and more advanced capacities than those of proto-communicative processes described between mother and infants. These results demonstrate that interactions between very young aged peers may provide a new panel data to understand the access to language and communication in children

Questa tesi di Dottorato illustra tre studi empirici che sono stati realizzati per approfondire lo studio di aspetti universali e delle specificità culturali nelle prime forme di comunicazione madre-lattante durante i primi tre mesi di vita, cioè prima, durante e dopo la transizione del secondo mese segnata dalla comparsa del sorriso sociale. Gli studi sono basati sul modello teorico ecoculturale dello sviluppo, secondo cui in contesti specifici il modello culturale dominante influenza le strategie di parenting (obiettivi di socializzazione, etnoteorie e comportamenti) e lo sviluppo del bambino, ed hanno utilizzato un approccio multi-metodo con una combinazione di metodologie quantitative e qualitative. Il livello rappresentazionale delle strategie di parenting, cioè gli obiettivi di socializzazione e le etnoteorie, sono stati esplorati in madri Italiane di classe media e in madri immigrate dell’Africa Occidentale quando i lattanti avevano 3 mesi. Le madri Italiane hanno enfatizzato obiettivi di socializzazione relativi all’autonomia psicologica, mentre le madri immigrate hanno enfatizzato obiettivi relativi all’interrelazione gerarchica. Riguardo alle etnoteorie di stimolazione fisica, entrambi i gruppi di madri hanno fatto riferimento al focus sulle emozioni positive, sebbene le madri immigrate abbiano sottolineato anche l’importanza della stimolazione fisica di tipo motorio. I comportamenti di madre e lattante sono stati esaminati durante l’interazione spontanea nel corso del primo trimestre di vita in tre gruppi di diadi: diadi Camerunesi autoctone, diadi Italiane di classe media e madri immigrate dall’Africa Occidentale e i loro lattanti che vivono in Italia. I due gruppi di madri autoctoni hanno mostrato lo stile di parenting (prossimale vs. distale) che è adattivo nei due rispettivi contesti ecoculturali prototipici (comunità rurali vs. famiglie di classe media), mentre le madri immigrate dall’Africa Occidentale hanno mostrato elementi di cambiamento interessanti, indicativi del processo di acculturazione. I pattern di comportamento madre-lattante erano organizzati in sistemi di parenting differenti secondo il gruppo culturale: comunicazione faccia-a-faccia e stimolazione con oggetto per le diadi Italiane, stimolazione motoria per le diadi Camerunesi, stimolazione motoria e comunicazione faccia-a-faccia per le diadi immigrate. Sebbene in tutti e tre i gruppi i lattanti mostrino comportamenti comunicativi legati alla transizione del secondo mese, questi comportamenti agiscono come feedback positivo solo nelle madri Italiane e nelle madri immigrate, che rispondono ai lattanti con un incremento di comunicazione faccia-a-faccia.<br>This dissertation presents three empirical studies that have been carried out to deepen the investigation of both universal and cultural aspects in early forms of mother-infant communication across the first trimester of life, i.e., before, during, and after the 2-month transition indexed by the onset of social smiling. The studies are based on the ecocultural theoretical model of development, which claims that in specific contexts the prevalent cultural model informs parenting strategies (socialization goals, ethnotheories and behaviors) and child development, and they involved a mixed-method approach with a combination of quantitative and qualitative methodologies. The representative level of parenting strategies, i.e., socialization goals and ethnotheories, has been investigated in Italian middle class-mothers and West African immigrant mothers when infants were 3 months old. Italian mothers emphasized socialization goals related to psychological autonomy, while West African mothers emphasized socialization goals related to hierarchical relatedness. Immigrant mothers resembled Italian mothers in their ethnotheories of body stimulation concerning the focus on positive emotionality, although they underlined the importance of motor stimulation. Maternal and infant behaviors have been examined during the spontaneous interaction across the first trimester of life in three groups of dyads: Cameroonian autochthonous dyads, Italian middle-class dyads and West African immigrant mothers and their babies living in Italy. The two autochthonous groups of mothers showed the parenting behavioral style (proximal vs. distal) which is adaptive for the two prototypical ecocultural contexts (rural communities vs. middle-class families), while West African immigrant mothers showed interesting elements of change, indicative of the acculturation process. Mother-infant behavioral patterns were organized in different parenting systems according to the cultural group: face-to-face communication and object stimulation for the Italian dyads, motor stimulation for the Cameroonian dyads, both motor stimulation and face-to-face communication for the West African immigrant dyads. Although in all three groups infants showed communicative behaviors related to the second-month transition, these behaviors acted as positive feedback only for Italian and immigrant mothers, who replied to infants with an increase in face-to-face communication.

This dissertation presents three empirical studies that have been carried out to investigate the impact of infant massage on the development of mother-infant communication in the first three months of life. It is well known that mother-infant communication is a dynamic process in which both mother and infant influence each other. Especially from the second month of life ‒that is marked by the acquisition of the exogenous control‒ along with the presence of social smiling, head control, and a more active alert state, reciprocal interaction between mother and infant begins. Furthermore, the infant's early sense of self as an agent, and the infant’s first social knowledge develop with his/her understanding of the connection between his/her own actions and caregiver's social responses; this helps the infants to develop sense of efficacy in their social exchanges and expectations toward the others’ social behaviors. Especially during the first months of life, touch is a fundamental component of mother-infant interaction: it is an influential channel of communication between infant and caregiver, both for communicating emotional state and developing the attachment relationship. In particular, it has been shown that infant massage has several benefits both on infant's development and on mother-infant interaction, especially in case of preterm birth and in presence of maternal depression. Research on benefits of infant massage in mother-infant relationship in typical population, that is, in non-clinical and not at-risk population are still scarce. 42 mothers and their infants participated in the research project. 22 mother-infant dyads were recruited and randomly assigned to a Target Group and 20 dyads to a Control Group. At 1 month, mother-infant dyads were videotaped (5 min) during spontaneous interaction in a naturally occurring context in their homes. From 5 to 9 weeks, dyads in the Target group were involved in a 5-week-massage training (IAIM program) conducted by a certified IAIM trainer. At 2 months mother-infant dyads were videotaped during interaction in the Still-Face experimental procedure in the Lab at University. Finally, at 3 months, mother-infant dyads were videotaped (5 min) during spontaneous interaction in a naturally occurring context in their homes. The first study aimed to analyze whether the qualitative (types) and quantitative (duration) aspects of maternal touch addressed to the infant during spontaneous interaction change -and how- after the massage training. Videotaped mother-infant interactions were analyzed using the Ordinalized Maternal Touch Scale (Beebe et al., 2010). The results showed that at 3 months the overall quantity of touch addressed to the infant decreased significantly only in the Control Group; even if mothers could use less touch due to a more emotional competence of infants, mothers who participated at the infant massage program demonstrated to give great importance to the touch as a communicative modality. Furthermore, Affectionate Touch, that is strictly related to the development of a secure attachment, decreased in both groups at 3 months, but it remained significantly higher in the Target Group. Playful Touch, that is used by mothers to maintain their infant's attention, increased in both groups but it was significantly higher in mothers who used infant massage in their everyday routine. These results suggest that infant massage could be a modality to improve mother-infant interaction through the specific messages that are conveyed by maternal touch. The second study aimed to assess whether mother-infant dyads engaged in the infant massage training show any qualitative change in their spontaneous interaction (except for changes due to the increased infant’s age) at 3 months. Videotaped mother-infant face-to-face interaction were analyzed using Lavelli and Fogel (2013) coding scheme. Results showed a significant increase in maternal Stimulating behavior in the Target Group, and more time spent gazing at mother and Cooing behavior in infants in the Target Group. These behaviors are indices of a more active interaction between mothers and infants that experimented infant massage in their everyday routine. The third study aimed to investigate whether the practice of infant massage promotes infants’ social expectations for their mothers’ behavior, i.e., whether infants in the target group show more social expectations for their mothers’ behavior than their peers in the control group. Dyads participated in an experimental paradigm, the Still-Face, in which mothers, after a couple of minutes of normal face-to-face interaction with their infants, have to stop to interact with their infants but still looking at them, for one minute and a half; after this period, mother and infant can resume the normal interaction. Normally, during the Still-Face phase, infants show a decrease in positive affect and an increase in negative affect, with a carryover effect in the reunion phase. In our sample, infants in both group behaved similarly, but with some differences: during the Still-Face phase infants in both groups increased their active behavior in order to resume their mother's attention, during the reunion phase, infant in the Target Group lowered their Negative affect at the level of the initial interaction, while in the Control Group the infants’ negative affect remained significantly higher than in the initial phase. With regard to infant Social Monitoring, after a general decrease during the Still-Face phase, only in the Target Group increased in the reunion phase: this indicates that infants who experimented infant massage spent more time looking at the mother face after a frustrating situation. However, Positive Monitoring in infants in the Target Group did not return at the initial level. These results suggest that infants who received infant massage are more active in attempt to resume interaction with their mother when the emotional contingency is violated. Furthermore, they demonstrate to have a less negative carryover effect during the reunion phase, showing a better ability to participate again in the interaction after a frustrating episode. In the whole, the results of the three studies suggest that the infant massage experience in the first month of life could be a modality to enhance mother-infant interaction also in non-clinical and not at-risk population.