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You searched for +publisher:"University of Texas – Austin" +contributor:("Neal, A. Rebecca"). Showing records 1 – 3 of 3 total matches.

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University of Texas – Austin

1. -2691-9088. Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life.

Degree: Psychology, 2015, University of Texas – Austin

The ability to understand and share another’s feelings emerges within the first year of life in typically developing children. Impaired empathic responses, occurring early in development, such as those observed in young children with Autism Spectrum Disorder (ASD), can negatively impact subsequent social development. Understanding what individual and situational contexts contribute to successful empathic responses is crucial to understanding how these impairments manifest. The current study explores potential relations between early empathic responses to the distress of a social partner and: 1) early markers of social impairment, and 2) familiarity with person in distress. Infant siblings of children with (high-risk) and without (low-risk) ASD were assessed at 12 (n=29) and 15 (n=35) months, using the Autism Observation Schedule for Infants (AOSI) as a measure of social impairment. Infants' responses to both their mother and the experimenter feigning distress were also evaluated at 12 and 15 months. Individual differences in social impairment impacted infants' attention and affective responses at 15 months but not 12 months. While empathic responses increased for those with little to no social impairment, those with high social impairment were not making developmental gains over time. Infants attended more to the unfamiliar person (experimenter) in distress across 12 and 15 months. While infants displayed more affect for the familiar person in distress at 12 months, they responded similarly to both people at 15 months, suggesting that affective responses are generalizing to unfamiliar people over time. Implications of this research, such as early interventions, as well as limitations and future directions are discussed. Advisors/Committee Members: Neal, A. Rebecca (advisor), Woolley, Jacqueline (committee member).

Subjects/Keywords: Empathy; Social impairment; Autism Spectrum Disorder (ASD); Familiarity; Maternal distress; Experimenter distress; Early development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-2691-9088. (2015). Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32141

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-2691-9088. “Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life.” 2015. Thesis, University of Texas – Austin. Accessed March 18, 2019. http://hdl.handle.net/2152/32141.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-2691-9088. “Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life.” 2015. Web. 18 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2691-9088. Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/2152/32141.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-2691-9088. Empathy emerges : how social impairment and familiarity impact the development of empathy during the second year of life. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32141

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

2. Gamber, Bridget Catherine. Synchrony and joint attention development in infancy : a transactional approach.

Degree: Psychology, 2012, University of Texas – Austin

Joint attention is an early emerging skill that plays a critical role in early child development (Moore & Dunham, 1995). This shared engagement facilitates language acquisition (e.g., Morales et al., 1998) and predicts social cognition in early childhood (Van Hecke et al., 2007). Thus, it is important to understand factors contributing to individual differences in joint attention development. One potential predictor is mother-infant synchrony, the extent to which mothers’ verbal and nonverbal input is contingent upon their infants’ focus (Siller & Sigman, 2002). Researchers found synchrony to be positively associated with the rate of language development (Akhtar et al., 1991). However, few studies have examined mother-infant synchrony longitudinally and whether synchrony influences individual differences in joint attention. The present study is one of the first to examine these relationships in depth prospectively. Twenty typically-developing infants (11 male) and their mothers participated at approximately 9, 12, and 15 months of age as part of a larger longitudinal study of infants at risk for Autism Spectrum Disorders. Each dyad engaged in a 15-minute unstructured play session, which was coded for synchrony (Siller & Sigman, 2002). In addition, researchers administered the Early Social Communication Scales (ESCS; Mundy et al., 2003) with the infant, which was coded for Initiating Joint Attention (IJA) and Responding to Joint Attention (RJA). The results suggest that synchrony was stable within dyads across 9, 12, and 15 months. Surprisingly, higher 9-month synchrony was correlated with lower 12-month RJA. Growth curve modeling revealed significant growth in RJA, but not IJA, over time. However, synchrony scores did not significantly predict growth in IJA or RJA over time as predicted. These preliminary results suggest that synchrony is a relatively stable construct that likely reflects true differences between mother-infant dyads. Mothers following their child’s lead more often at 9 months had infants exhibiting less RJA at 12 months. Contrary to our predictions, there were no other significant associations between synchrony and joint attention. These findings will be reexamined upon collection of additional data. Nonetheless, the current study helps to elucidate the nature of synchrony and joint attention over time in infancy. Advisors/Committee Members: Neal, A. Rebecca (advisor), Woolley, Jacqueline (committee member).

Subjects/Keywords: Joint attention; Dyadic synchrony; Infant development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gamber, B. C. (2012). Synchrony and joint attention development in infancy : a transactional approach. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gamber, Bridget Catherine. “Synchrony and joint attention development in infancy : a transactional approach.” 2012. Thesis, University of Texas – Austin. Accessed March 18, 2019. http://hdl.handle.net/2152/19661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gamber, Bridget Catherine. “Synchrony and joint attention development in infancy : a transactional approach.” 2012. Web. 18 Mar 2019.

Vancouver:

Gamber BC. Synchrony and joint attention development in infancy : a transactional approach. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/2152/19661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gamber BC. Synchrony and joint attention development in infancy : a transactional approach. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. -8116-2671. Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder.

Degree: Psychology, 2016, University of Texas – Austin

The transactional model (Sameroff, 1975) supports the notion that bidirectional influences of the child and his/her early caregiving environment have a profound impact on child development. Thus, it behooves researchers to consider child and parent characteristics, as well as parent-child dynamics, which might lead to more or less optimal developmental trajectories. This dissertation used a transactional approach to study synchrony during early childhood. In this collection of studies, synchrony is defined as the degree to which a parent’s nonverbal and verbal communication follows or redirects their child’s focus of attention and action during play (Siller & Sigman, 2002). Parent-child dyads engaged in an unstructured free play session with a standardized set of toys, which was later coded for Synchrony (Siller & Sigman, 2002, 2008). 1) The first study included typically developing toddlers and their mothers. It tested associations between synchrony and the Emotional Availability (EA) Scales (Biringen, 2008), and also explored associations between synchrony, EA, child temperament, and toddlers’ joint attention abilities. 2) The second study included mothers and typically developing infants. It longitudinally explored the stability of synchrony from 9 to 18 months and whether synchrony predicted individual differences in the development of joint attention from 9 to 18 months and language at 24 months. 3) The third study included mothers and infants with an older sibling with autism (sibs-ASD) or without autism (sibs-TD). It assessed whether certain parent and child characteristics (e.g., parenting stress, infant temperament) contribute to individual differences in synchrony at 12 and 15 months. This body of work helps to: establish the stability of synchrony in early childhood, distinguish synchrony and EA parent-child interaction measures, clarify how synchrony is related to the development of nonverbal and verbal communication, and identify certain parent and child factors that predict individual differences in synchrony. Advisors/Committee Members: Neal, A. Rebecca (advisor), Woolley, Jacqueline (committee member), Echols, Catharine (committee member), Levine, Ann (committee member), Hixon, John G (committee member).

Subjects/Keywords: Synchrony; Parent-child interaction; Social communication; Joint attention; Autism; Infancy; Early child development; Language development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-8116-2671. (2016). Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47224

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-8116-2671. “Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder.” 2016. Thesis, University of Texas – Austin. Accessed March 18, 2019. http://hdl.handle.net/2152/47224.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-8116-2671. “Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder.” 2016. Web. 18 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8116-2671. Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/2152/47224.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-8116-2671. Transactional analyses of early parent-child interaction and social communication development in typically developing children and those at risk for Autism Spectrum Disorder. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/47224

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

.