Many thanks for this, Larry. I have just been reading a review article by Peter Fonagy, George Gergely and Mary Target, ‘The parent–infant dyad and the construction of the subjective self’ (from way back in 2007!) which argues for a close interaction between the processes by which attachment and joint attention are established. What I particularly liked in it was the suggestion that maternal love is associated with inhibition of activity in brain regions associated with social appraisal and judgment, creating a particularly ‘safe’ environment for the development of intersubjectivity (though the authors are not too keen on the focus on intersubjectivity). It seems to me that questions about triadic communication must recognise the not-quite-separate-yet nature of child and infant identities in the first (post partum) year or so of the mother-infant dyad. I look forward to reading the Legerstee, Markova and Fisher article. All the best, Rod From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of Larry Purss Sent: 27 January 2010 15:46 To: Activity eXtended Mind, Culture, Subject: [xmca] Maternal affect attunement MEDIATING dyadic and triadic communication Hi Mike and everyone else interested in the ontological development of communicative action. I have sent an attachment discussing developmental constructs that are being put into relation in ways that posit "maternal attunment" as the mediational variable as infants move from dyadic to triadic communication. Mike describing gaze monitoring as dyadic could be challenged by Gergeley's notion of the theory of pedagogy as MARKED gaze or MARKED attunement and therefore triadic. However with this qualification this article is speaking to experience that I believe is fundamental to understanding intersubjectivity. The question of PRIMARY or secondary intersubjectivity is discussed. Also the methodology could be challenged but I want to draw attention to the theoretical discussion. The reason I believe this is a central question for development is my intuition that as we move to "higher levels" of development and complexity I don't believe we TRANSCEND the earlier patterns of organization and REPLACE these earlier formations but rather transform our RELATIONSHIP to these earlier patterns. Therefore in schools, where I work, when children become "dysregulated or overwhelmed" I have a "sense" "attunement" (as mediation) is required to re=establish the teacher/learner/object communicative activity. I could say more but have to go to work. I hope others may have insights that this article puts in play. Larry
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The parent–infant dyad and the construction.pdf
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