Quantifying latent social motivation and its associations with joint attention and language in infants at high and low likelihood for autism spectrum disorder

Social motivation—the psychobiological predisposition for social orienting, seeking social contact, and maintaining social interaction—manifests in early infancy and is hypothesized to be foundational for social communication development in typical and atypical populations. However, the lack of infant social-motivation measures has hindered delineation of associations between infant social motivation, other early-arising social abilities such as joint attention, and language outcomes. To investigate how infant social motivation contributes to joint attention and language, this study utilizes a mixed longitudinal sample of 741 infants at high (HL = 515) and low (LL = 226) likelihood for ASD. Using moderated nonlinear factor analysis (MNLFA), we incorporated items from parent-report measures to establish a novel latent factor model of infant social motivation that exhibits measurement invariance by age, sex, and familial ASD likelihood. We then examined developmental associations between 6- and 12-month social motivation, joint attention at 12–15 months, and language at 24 months of age. On average, greater social-motivation growth from 6–12 months was associated with greater initiating joint attention (IJA) and trend-level increases in sophistication of responding to joint attention (RJA). IJA and RJA were both positively associated with 24-month language abilities. There were no additional associations between social motivation and future language in our path model. These findings substantiate a novel, theoretically driven approach to modeling social motivation and suggest a developmental cascade through which social motivation impacts other foundational skills. These findings have implications for the timing and nature of intervention targets to support social communication development in infancy.

Highlights

• We describe a novel, theoretically based model of infant social motivation wherein multiple parent-reported indicators contribute to a unitary latent social-motivation factor.
• Analyses revealed social-motivation factor scores exhibited measurement invariance for a longitudinal sample of infants at high and low familial ASD likelihood.
• Social-motivation growth from ages 6–12 months is associated with better 12−15-month joint attention abilities, which in turn are associated with greater 24-month language skills.
• Findings inform timing and targets of potential interventions to support healthy social communication in the first year of life.

     

Toward a Post-Representational Politics?: Participation in the 21St Century

Representational democracy has been the main form of government in the West since the English, American, and French revolutions of the 17th and 18th centuries. However, there are indications that its ability to frame the relationship between citizen and state has begun to weaken. This weakening can be traced to many factors. One of these is the emergence of new collective actors, such as social movements, and the (re)recognition of the arena of “civil society” just as the articulating power of political parties began to erode. Although these emerged initially under the umbrella of the nation state, toward the end of the 20th century a qualitatively new dynamic of networked social activism illustrated that the nation-state was no longer the only location for political action and the exercise of citizenship. These trends point to a new participatory dynamic, which could not yet be said to offer a serious challenge to representative forms of politics, but that arguably marks the beginning of the decline of that form. However, we are far from understanding how a participatory democracy might replace representational government. This article argues that we should begin now to discuss the uncomfortable gaps in our understanding of what “qualifies” participation, in order to develop a new theory of new practice and strengthen the content and potential of this new political imaginary.     

It’s All About Timing: An Imagery Intervention Examining Multiple Image Speed Combinations

The current quasi-experiment examined changes in youth baseball players’ (N = 9) swing performance following an imagery intervention. Athletes participated in one of three conditions, each of which employed a different combination of slow-motion (SM), real-time (RT), or fast-motion (FM) image speeds: SM?+?RT, RT?+?FM, or SM?+?RT?+?FM. A single-subject multiple-baseline design was employed. The intervention approximated the real-world environment in which baseball players practice, thus, increasing representative design. Results generally indicated positive changes across all three conditions, however, the SM?+?RT?+?FM condition exhibited the most improvement. The employment of a multiple-speed imagery intervention appears to be a viable option for young athletes.

Lay Summary: Can using a combination of slow-motion, real-time, and fast-motion imagery improve baseball batting performance? Our results suggest so! Learn more in “It’s all about timing: An imagery intervention examining multiple image speed combinations’ by @jennyo_csueb @Frank_O_Ely & @samagalas #JASP     

The use of a coping strategy focused support group for carers of dementia sufferers

The paper describes the development and evaluation of coping strategy focused courses for informal carers of dementia sufferers (The Ways of Coping Course). Carers who attended the courses were interviewed before, immediately after and three months later, measuring their coping strategies, level of depression and strain, knowledge concerning dementia and satisfaction with the courses. They were compared to a second group of carers who attended educationally-focused courses consisting of a series of seminars on dementia. Both groups showed a signijicant increase in problem focused and decrease in distancing coping strategies but no change in levels of depression or strain. The carers in the Ways of Coping group showed an increase in acting out behaviour immediately following the courses and also showed greater levels of satisfaction with the courses overall.     

The role of action in implicit learning

This study looks at whether or not a crucial role is played by the learner's own actions in tasks known to give rise to implicit learning. Experiment 1 shows that experience of watching another person controlling Berry and Broadbent's (1984) sugar production and person interaction tasks has no effect on subsequent control performance. Experiment 2 demonstrates that this lack of effect of observing is limited to tasks where the underlying relationship is not obvious or salient. In Experiment 3 the length of the observation period is doubled, but this still has no beneficial effect on subsequent control performance. Experiments 4 and 5 address the question of what it is about controlling itself that leads to learning. They examine whether it is the decision-making component or the physical interaction component that is important. The results emphasize the importance of the role of action in learning to control these tasks. They show that decision must be tied to action in order to be maximally effective, at least in the early stages of learning.