Dual Modality Initiations and Subsequent Interactive Structure in Dyads With Deaf Infants
Bolebruch, Cheryl Marie
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https://hdl.handle.net/2142/68920
Description
Title
Dual Modality Initiations and Subsequent Interactive Structure in Dyads With Deaf Infants
Author(s)
Bolebruch, Cheryl Marie
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Abstract
Successful interaction requires mutual understanding of signals which are used and responded to appropriately (Schaffer, Collis, & Parsons, 1977) in a variety of modes. Predictable responses by each member of the dyad help to sustain a dialogue in which each member's activity is intricately related to that of the other member (Schaffer, 1979). Not only must both members emit and be responsive to cues; they must also understand the cues that signal initiation and yielding of role (Schaffer, Collis, & Parsons, 1977).
The purpose of this study was to compare interactions between deaf infants and their hearing mothers with those between deaf infants and their deaf mothers in relation to the combinations of modalities used to initiate interactions, and the effect of one member's initiation on the other's subsequent interactive behavior. Dyads were observed in three play situations: social play, game play, and toy play, separately and with all play situations included, in three dual modalities. The dual modalities included gaze/vocalization, gaze/gesture, and gesture/vocalization. Transitions were defined for each member of the dyad, and subsequent interactive behaviors were categorized as co-action, role maintenance, alternation, and joint inactivity. Co-action and alternation were combined to indicate an active response, while role maintenance and joint inactivity were combined to indicate an inactive response.
Results indicated that infants were similar in their use and response to each of the dual modalities. However, mothers differed in that deaf mothers were consistent in the model of initiation they responded to while hearing mothers changed with the type of situation. The more restricted variety of modes responded to by the deaf mothers in the social and game situations may be related to the later more advanced development of their babies. Hearing mothers, in contrast, tended to respond to all modes as communicative, although modes were more limited in the more structured situation.
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