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1.
Behavioral and physiological responsivity, sleep, and patterns of daily cortisol production in infants with and without colic 总被引：4，自引：0，他引：4
To describe the behavioral and physiological responses associated with colic, the responses of 20 two-month-old infants with and 20 without colic were studied during a physical examination. Parents kept a diary of infant behaviors (including crying and fussing) for 3 days following the visit. Using Wessel, Cobb, Jackson, Harris, & Detwiler criteria, colic was defined as fussing/crying for 3 hr or more on each of the 3 days. Behavioral data coded by "blind" observers showed that during the physical exam, colic infants cried twice as much, cried more intensely, and were more inconsolable than were control infants. Despite these behavioral differences, heart rate, vagal tone, and cortisol measures indicated no appreciable difference in physiological responsivity for the two groups. At home, parents collected saliva cortisol samples at wakeup, midmorning, midafternoon, and evening for 2 days. In a finding similar to that shown by the laboratory data, the colic and control infants did not have different levels of daily average cortisol. These laboratory and home data provide no evidence of greater responsivity in the physiological substrate of difficult temperament for colic infants and are consistent with evidence of similarity in temperament once colic is resolved. At home, compared with control infants, colic infants did display a blunted rhythm in cortisol production. By diary, they also slept about 2 hr less per day than did control infants. Nighttime sleep was still significantly different when fussing/crying was statistically controlled. These data suggest that colic might be associated with a disruption or delay in the establishment of the circadian rhythm in activity of the hypothalamic-pituitary-adrenocortical axis and associated sleep-wake activity. 相似文献
2.
Although infantile colic has long been defined by a perceived excessive amount of crying, acoustic attributes of the cry sound may also contribute to perceptions that this early social behavior is excessive or problematic. From an original sample of 76 infants (38 infants referred to physicians for problematic crying, or "colic," and 38 pair-matched comparison infants), 48 infants who produced naturally occurring cry bouts both before and after an evening feeding were studied: 11 infants with Wessel's colic, 15 infants with non-Wessel's colic, and 22 comparison infants. Standard and vociferous cry segments were selected from up to 2 min of tape-recorded crying for spectrum analysis. Vociferous cry segments had a longer duration, a higher fundamental frequency, and a greater percentage of dysphonation than did standard segments. No differences between infant groups were found in cries before feeding. After feeding, infants who were problematic criers, independent of Wessel's criteria, showed a greater percentage of dysphonation in the vociferous cry segment than did comparison infants. This finding resulted from a decrease in dysphonation in the cries of comparison infants after feeding and an increase in those of infants with non-Wessel's colic. The dominant frequency also increased after feeding in the vociferous cries of infants with Wessel's colic, resulting in these infants having higher-pitched cries after feeding than infants in the other 2 groups. Results indicate that infants who are perceived to have problematic crying have objectively different acoustic features in their cry sounds that are particularly aversive, and that complaints about excessive crying cannot be accounted for simply on the basis of reporting bias in overly concerned or emotionally labile parents. 相似文献
3.
The effect of crying on long-term memory in infancy 总被引：1，自引：0，他引：1
The influence of crying on infants' long-term memory for a learned response was investigated in 3 experiments. In each, infants were trained to move a crib mobile containing 10 identical objects by means of kicking and were then exposed to a reinforcer containing only 2 of these components. This shift in component numerosity produced crying in 53% of the infants. Infants who cried in response to the reward shift evidenced no retention of the contingency 1 week later (Experiment 1) but did have excellent retention at 1 day (Experiment 2). In Experiment 3, a brief reactivation treatment alleviated forgetting at 3 weeks regardless of the presence of crying in response to the change in mobiles. An unexpected recency effect characterized the efficacy of the reactivation treatment. The results indicate that crying in response to the violation of a reward-expectation habit functions as an amnesic agent to produce accelerated forgetting. 相似文献
4.
This study investigated the relation between crying and infant abuse in group-living rhesus monkeys (Macaca mulatta). The subjects were 10 abusive mothers with their infants and 10 control mother-infant pairs. Abused infants cried more frequently than controls in the first 12 weeks of life, even when cries immediately following abuse were excluded from the analysis. The coos of 5 abused infants differed from those of 5 controls in several acoustic parameters, whereas their screams and geckers were acoustically similar, when recorded in the same context. Abusive mothers were less likely than control mothers to respond positively to the cries of their infants. Although infant cries may increase the probability of abuse being repeated, infant crying per se does not appear to be a major determinant of abuse. 相似文献
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6.
These studies assessed adults' latencies to signal that they would respond to infant crying as functions of (1) the degree of infant distress they perceived in the cry, and (2) contextual information relevant to caregiving. In the first study (N = 34), listeners waited longer to respond to cries that they had earlier rated as sounding less distressed than when they heard cries of higher distress. Further, those who had been told that the infant needed sleep waited longer to respond than those without this information. This effect of context information, however, was limited to the latencies; in another study (N = 50), listeners' ratings of distress were not affected. Several acoustic features of the cries correlated with distress ratings and with latencies to signal a caregiving response. Taken together, the results suggest that adults' responses to crying are influenced both by acoustic gradations in the cry itself and by the caregiving context. Ratings of degree of distress manifest in the cry, in other words, may be highly predictive of caregiving behavior but not wholly so. Finally, although certain acoustic variations related to greater perceived distress and speed of response, differences were apparent between infants in the magnitude of these variations. The implication that the general process of cry perception may be calibrated, or fine tuned, to the range of acoustic variation provided by individual infants is discussed. 相似文献
7.
R G Campos 《Child development》1989,60(4):781-792
The effectiveness of pacifiers and swaddling in reducing pain-induced distress was compared in 2-week-old infants who underwent heel-sticks and 2-month-old infants who received injections. Crying, state, and heart rate were measured on 32 infants at each age during baseline, the stress of heel-stick or injection, and during 3-min soothing intervention and postintervention periods. At 2 weeks, infants' HR levels and crying declined significantly more rapidly in the pacifier than in the swaddling condition. At 2 months, both conditions produced similar rates of decline in HR and crying. At both ages, infants in the pacifier group spent significantly more time in an alert state than did swaddled infants. Following termination of the intervention at both ages, HR and crying tended to rebound more in the pacifier than in the swaddling group. Swaddling and pacifiers thus reduce pain-elicited distress differently. 相似文献
8.
Neonatal state profiles: reliability and short-term prediction of neurobehavioral status 总被引：1，自引：0，他引：1
Observations were made on 40 newborns prior to hospital discharge in which states were scored every 10 sec in two 35-70-min periods separated by 6-48 hours. Newborns' states, particularly sleep states and crying, were fairly reliable across observation sessions. Cluster analyses identified 3 separable state profiles that subsequently differentiated infants on the Neonatal Behavioral Assessment Scale with Kansas Supplements (NBAS-K) at 2 weeks of age. Additionally, state observations and NBAS-K exams showed significant agreement on individual differences in neurologically based measures, such as startles, tremulousness, and lability of state. 相似文献
9.
Potential sources of individual differences in mastery motivation are the attachment relationship (hypothesis 1) and specific features of infant engagement with persons and objects (hypothesis 2). We reviewed studies pertaining to both hypotheses. We distinguished between three types of mastery motivation measures and measures conceptually related to mastery motivation. In studies of infants older but not younger than 20 months, hypothesis 1 was generally supported. Consistent with hypothesis 2, amount and contingency of stimulation were related to increased mastery motivation in infants as young as 6 months. Maternal affect during mastery motivation tasks and withdrawal or intrusiveness during mother-infant interactions may also influence mastery motivation. For neither hypothesis did study designs support inferences about causality. Future studies should support causal inferences about main effects and interactions among these various factors; and evaluate how developmental level or prior experience may constrain or facilitate change in mastery motivation. 相似文献
10.
《Early education and development》2013,24(5):371-384
Potential sources of individual differences in mastery motivation are the attachment relationship (hypothesis 1) and specific features of infant engagement with persons and objects (hypothesis 2). We reviewed studies pertaining to both hypotheses. We distinguished between three types of mastery motivation measures and measures conceptually related to mastery motivation. In studies of infants older but not younger than 20 months, hypothesis 1 was generally supported. Consistent with hypothesis 2, amount and contingency of stimulation were related to increased mastery motivation in infants as young as 6 months. Maternal affect during mastery motivation tasks and withdrawal or intrusiveness during mother-infant interactions may also influence mastery motivation. For neither hypothesis did study designs support inferences about causality. Future studies should support causal inferences about main effects and interactions among these various factors; and evaluate how developmental level or prior experience may constrain or facilitate change in mastery motivation. 相似文献
11.
Attractiveness of lactating females' breast odors to neonates 总被引：1，自引：0，他引：1
A series of experiments investigated the responses of human infants to olfactory cues produced by lactating females. 2-week-old bottle-feeding girls oriented preferentially to the breast odor (odorized pad) of a nursing woman when paired with such odors from either a nonparturient female or axillary odors from the same lactating female. Responses to axillary odor from a lactating female did not differ from those to a clean (nonodorized) pad. These data indicate that breast odors from lactating females are especially attractive to female infants who are unfamiliar with the stimulus woman and who have had no prior breast-feeding experience. 相似文献
12.
Glenna C. Boyce Timothy B. Smith Nancy Immel Glendon Casto Colette Escobar 《Early education and development》1993,4(4):290-305
Very few studies have investigated the age at which early intervention should begin. Similarly few studies have examined the effects of early intervention for infants who are medically fragile. The present study responds to these two critical issues by longitudinally comparing groups of infants who are medically fragile. These infants were randomly assigned to receive developmentally appropriate programs beginning at either 3- or 18-months adjusted age. Analysis of measures of child development and family functioning for the first three annual assessments indicated that the two groups were similar on measures of child functioning at the first and second assessment. However, at the third assessment, children who received the intervention at an earlier age scored significantly higher than did children whose intervention began 15 months later. No significant group differences were found on measures of family functioning at any of the assessments. Implications of these results for future research and practice are discussed. 相似文献
13.
《Early education and development》2013,24(4):290-305
Very few studies have investigated the age at which early intervention should begin. Similarly few studies have examined the effects of early intervention for infants who are medically fragile. The present study responds to these two critical issues by longitudinally comparing groups of infants who are medically fragile. These infants were randomly assigned to receive developmentally appropriate programs beginning at either 3- or 18-months adjusted age. Analysis of measures of child development and family functioning for the first three annual assessments indicated that the two groups were similar on measures of child functioning at the first and second assessment. However, at the third assessment, children who received the intervention at an earlier age scored significantly higher than did children whose intervention began 15 months later. No significant group differences were found on measures of family functioning at any of the assessments. Implications of these results for future research and practice are discussed. 相似文献
14.
SYNOPSISInfants’ crying modulates parental behaviors, which in turn, ideally, lead to calming the infant. The mutually beneficial reciprocity between infants’ and parents’ behaviors is conserved across mammalian species. Although some studies highlight similarities in responses to infant cries across gender, other studies report differences in their behaviors and brain activity. Zeifman and colleagues in this Special Issue found that high levels of infant crying can trigger increases in testosterone in men, which is accompanied by less sensitive caregiving. Some interpret males’ lack of sensitive caregiving as neglectful, but these results could be considered as evolutionarily adaptive. Specifically, increases in testosterone levels from intense infant cries could lead to increased vigilance and alertness toward external stimuli, and thus allow males to be better equipped to protect their young. 相似文献
15.
To assess the validity of attachment scores derived from the Ainsworth "strange situation," 56 1-year-olds and 79 2-year-olds accompanied by either the mother, the father, or a brief acquaintance were studied. Proximity to the adult, duration of play, crying, activity, and the incidence of looks and distance bids were measured. 1-year-olds were more secure with their parents: they were more active, played more, cried less, and stood closer to their parents than to an acquaintance. 2-year-olds accompanied by their parents were less settled in the presence of a stranger than children accompanied by the acquaintance. The adequacy of current conceptions and measures of attachment was discussed in light of these results. 相似文献
16.
Learning to Crawl 总被引：3，自引：0，他引：3
The effects of infants' age, body dimensions, and experience on the development of crawling was examined by observing 28 infants longitudinally, from children's first attempts at crawling until they began walking. Although most infants displayed multiple crawling postures en route to walking, development did not adhere to a strict progression of obligatory, discrete stages. In particular, 15 infants crawled on their bellies prior to crawling on hands and knees, but the other 13 infants skipped the belly-crawling period and proceeded directly to crawling on hands and knees. Duration of experience with earlier forms of crawling predicted the speed and efficiency of later, quite different forms of crawling. Most important, infants who had formerly belly crawled were more proficient crawling on hands and knees than infants who had skipped the belly-crawling period. Transfer could not be explained by differences in infants' age or body dimensions alone. Rather, experience using earlier crawling patterns may have exerted beneficial effects on hands-and-knees crawling by shoring up underlying constituents common to all forms of crawling postures. 相似文献
17.
We examined, in 2 phases, the influence of postevent suggestions on children's reports of their visits to a pediatrician. Phase 1 examined the effect of giving one of 3 types of feedback to 5-year-old children immediately following their Diphtheria Pertussis Tetanus (DPT) inoculation. Children were given pain-affirming feedback (the shot hurt), pain-denying feedback (the shot did not hurt), or neutral feedback (the shot is over). 1 week later, they did not differ in their reports concerning how much the shot hurt or how much they cried. In Phase 2, the same children were visited approximately 1 year after their inoculation. During 3 separate visits, they were either given additional pain-denying or neutral feedback. They were also given misleading or nonmisleading information about the actions of the pediatrician and the assistant. Children given pain-denying feedback reported that they cried less and that the shot hurt less than did children given neutral feedback. Those who were given misleading information about the actions of the assistant and the pediatrician made more false allegations about their actions than did children who were not given this information. These results challenge the view that suggestibility effects are confined to peripheral, nonaction events; in this study children's reports about salient actions involving their own bodies in stressful conditions were influenced. 相似文献
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19.
The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory
Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved. 相似文献
20.
《Journal of College Student Psychotherapy》2013,27(3):227-240
Two related studies addressed college students' persistence and progress in psychotherapy. In Study 1, using emotional health variables assessed at intake, students who persisted in counseling and demonstrated clinical improvement were compared with those who either did not return for their first session or who did return but stopped before improvement. Findings showed that those counseling completers, compared with the other two groups, reported at intake significantly higher levels of confidence that therapy will help, degree of well-being, and levels of life functioning. Study 2, focusing on students who received at least eight counseling sessions, found improvement on variables reflecting distress and life functioning, with students who rated themselves highly distressed at intake reporting the most benefit. The findings suggest approaches to improve realistic expectations for and engagement in counseling. 相似文献