Mother–child interaction on video compared with infant observation: Is five minutes enough time for assessment?

In this small‐scale preliminary study, we compared the correlation between assessments based on short videorecordings and infant observation. Five mother–infant dyads were assessed when the child was 1 year of age according to the Parent–Child Early Relational Assessment method (PCERA, 65 items) developed by Roseanne Clark (1985), using both observations covering 1 year and a 5‐min videorecording. The agreement between two video raters was sufficient (κ = 0.41–1.00 or proportion of agreement: 4/5–5/5) in 54 items. In 42 (78%) of these items, there was at least moderate agreement (κ = 0.41–1.00 or proportion of agreement 4/5–5/5), and in another 7 (13%) items fair (κ = 0.21–0.40 or proportion of agreement 3/5) agreement between the video and observation ratings, and both methods revealed the areas of strength and areas of concern of the dyads. Only a few items describing negative interactive style were assessed as identifying concern, but such items identified the dyad which was assessed to have the most constant problems. Most items describing positive interactive style and identifying the areas of concern in the interactive style according to both observation and video assessment were connected with the parental and dyadic engagement in the interaction. Five items with slight or poor (κ ≤ 0.20 or proportion of agreement 1/5–2/5) agreement between video rater and observer gave rise to questions about how the videorecording situation affected the behavior of the dyads, and about the limits of assessment methods and assessment of dyads with children of different ages and dyads from different cultures. ©2005 Michigan Association for Infant Mental Health.     

Neurophysiological bases underlying the organization of intentional actions and the understanding of others’ intention

Philosophical and neuroscientific investigation on intentional actions focused on several different aspects, making difficult to define what should be meant with the concept of intention. Most of our everyday actions are constituted by complex and finely organized motor sequences, planned and executed in order to attain a desired final goal. In this paper, we will identify the final goal of the action as the motor intention of the acting individual. First, we will review the relative contribution of the vast neuroscientific literature on the role of different cortical areas in the organization of goal-directed movement. In particular, we will describe recent data on the cortical organization of natural action sequences, showing that this organization could be at the basis not only of our capacity of acting intentionally, but also of our ability to understand the motor intentions underlying others’ behaviour which is crucial during social interactions.     

A Multivariate Analysis of the Self-Determination of Adolescents

Self-determination is a general psychological construct within the organizing structure of theories of human agentic behavior. People who are self-determined act volitionally to serve as the causal agent in their lives. To provide a fuller understanding of the self-determination of adolescents, this study collected data on self-determination, quality of life, self-efficacy, and assertiveness for more than 1,400 Italian adolescents. We conducted a series of Multivariate Analyses of Variance to examine the relationships among, differences between, and associations with self-determination, including any differences as a function of age and gender as well as differences in quality of life, self-efficacy, and assertiveness as a function of level of selfdetermination. We also examined which quality of life factors were associated with enhanced self-determination and self-efficacy. Findings support the importance of self-determination to quality of life and enhanced self-efficacy.