Intersubjectivity,object relations theory,and empirical evidence from mother-infant interactions

The work of John Bowlby and his associates on the development of the infant's attachment to his or her parents in the second half of the first year reflects the fruitfulness of an integration of psychoanalytic insights and empirical research. In line with this approach, this paper considers the mother-infant relationship in the first few months from two perspectives: that of the British School of Object Relations and that of the theory of Intersubjectivity, set out initially within developmental psychology and, more recently, developed within systems theory. These views are considered in the light of evidence from two sources. First, a series of experimental studies is described employing disruptions to both the form and the timing of communication between 6- to 12-week-old infants and their mothers. This work illustrates the sensitivity of young infants to the quality of their interpersonal engagements and, also, the contribution of the infant to the regulation of interactions with others. Second, evidence is presented from a prospective study of the effects of maternal depression in the postnatal period on infant development. This work shows the possible longer term consequences for the infant of early disturbances in the mother-infant relationship. Infants of postnatally depressed women were found to be more insecurely attached to their mothers, were more likely to have mild behavioral problems (especially sleep disturbance), and showed poorer outcome on Object Concept tasks at 18 months. These effects occurred despite the fact that the mother had recovered from depression by 3 months postpartum.     

Spontaneous head positions in infants during the first 9 postnatal months

The developmental organization of spontaneous head positioning over the first 9 postnatal months of life was investigated in a study of 35 infants. Head positions assumed by infants while at rest were recorded at 11 observation period: at 1 week, 2 weeks, 4 weeks of age, and every 4 weeks thereafter until the infant was 36 weeks old. Results indicated an overall tendency toward a head-right position, which was strongest during the neonatal period, but declined with age. The head-right position bias was qualified by familial handedness.     

The effects of a videotape preparation package in reducing children's arousal and increasing cooperation during cardiac catheterization

Recent research has demonstrated the effectiveness of filmed modeling in preparing children for hospitalization and surgery. The purpose of the present investigation was to investigate the effectiveness of filmed modeling in preparing children for cardiac catheterization, a procedure which differs in several respects from previously examined situations. Twenty-four children received the preparation routinely provided to such patients either alone, in combination with an attention placebo control or in combination with the filmed modeling preparation. Group differences were not obtained for type of preparation; however, several demographic and self-report measures were found to be predictive of behavior and ratings while hospitalized and during the catheterization itself. Possible reasons for these findings are discussed.     

Do Unilateral Right and Left Face Contractions Induce Positive and Negative Emotions? A Further Test of Schiff and Lamon's (1989) Hypothesis

Schiff and Lamon (1989) proposed that unilateral face contractions induce positive or negative changes in emotion depending on the side of contraction; support for this proposal, however, has been mixed. In a new test, 40 right-handed and 38 left-handed men performed four alternating face contractions (LRLR or RLRL) and, after each one, completed a different version of the Depression Adjective Checklist (Lubin, 1994). A repeated-measures ANCOVA failed to reveal any significant effect of side of face contraction or handedness on direction of emotion change. Instead, regardless of side of contraction, the subjects' negative emotional state increased significantly across the four contractions with the degree of change being significantly related to the subjects' reported level of difficulty in holding the contraction irrespective of whether the more difficult side was the left or the right.     

Ethnicity,gender, and evaluations of aggression

In order to investigate some of the ways in which ethnicity and gender influence interpretations of aggression, 363 Anglo and Hispanic university students responded to a questionnaire soliciting their evaluations of aggression in three situations. Consistent with previous research and with the stereotype of machismo, Hispanics, particularly Hispanic males, were more likely to endorse some aggressive behaviors than Anglos. However, the same pattern of gender influences emerged for both ethnic groups. As predicted, males were more aggressive and more supportive of fighting back and punishing an aggressor than females, whereas females were more likely to show self-control about aggression and to endorse restraint. Respondents, particularly males, said that they would behave more aggressively toward a male, and they encouraged a male to behave more aggressively. These results are consistent with the social constructionist view that performance and evaluations of aggression are largely influenced by cultural factors. © 1995 Wiley-Liss, Inc.     

The effects of intervening experiences on children's memory for a physical examination

To examine the extent to which children's long‐term retention is influenced (both positively and negatively) by intervening events, the impact of three programmed experiences on later recall of the details of a physical examination was explored. Four groups of 3‐ and 5‐year‐olds were established, with all children being interviewed immediately after their check‐ups and then again after 12 weeks. The groups, however, differed in terms of their experiences midway through the delay interval. At each age level, children in three experimental groups received either a complete interview about the physical examination, a return visit to the pediatrician's office, or an opportunity to view a videotape that showed a child receiving an actual check‐up. Children in a fourth group served as controls in that they were not seen during the delay period. Recall of standard features was scored, along with responses to questions concerning procedures that did not occur. The results indicated mixed mnemonic effects for the differential intervening experiences. In comparison to the control group, children at each age who had received an additional interview or who had observed the videotape showed elevated open‐ended recall at the 12‐week interview. In addition, the videotape manipulation, as well as the return visit to the doctor's office, was associated with a marked decrease in the 5‐ but not the 3‐year‐olds' accuracy regarding questions about activities not included in the physical examinations. The results are discussed in terms of factors that affect the facilitation and distortion of memory over long temporal delays. Copyright © 2000 John Wiley & Sons, Ltd.