Contingency Detection and the Contingent Organization of Behavior in Interactions: Implications for Socioemotional Development in Infancy
Référence bibliographique 
Tarabulsy, George M., Tessier, Réjean et Kappas, Arvid. 1996. «Contingency Detection and the Contingent Organization of Behavior in Interactions: Implications for Socioemotional Development in Infancy ». Psychological Bulletin, vol. 120, no 1, p. 25-41.
Intentions : « The purpose of this article is to review the literature that has implicitly or explicitly been associated to the study of contingency detection and contingent behavioral organization in infancy. Specifically, we address four major themes. First, we examine studies that demonstrate that infants are able to learn contingencies between events that are independent of their own actions. Second, we review studies relating to the infant’s ability to learn a contingency whose manifestation is dependent on his or her actions, that is, under his or her control. [...] A third subject we examine concerns the study of contingent organization of behavior in social contexts, particularly within parent-infant interactions. [...] Finally, we consider the question of developmental outcome. » (p. 25)
Échantillon/Matériau : Previous studies of contingency detection and contingent behavioral organization in infancy.
Type de traitement des données : Analyse de contenu
« In this report, the authors review studies addressing the issue of contingencies in social and nonsocial context during infancy. The review is divided into 4 groups of studies that suggest (a) young infants detect contingencies unrelated to their behavior; (b) infants detect contingencies involving their behavior; (c) the study of contingency is pertinent for addressing behavioral contingency in early infancy and global measurer of socioemotional development that are predictive of social functioning at later points during childhood. Throughout the report, the pertinence of infant emotional responses during contingency-related tasks is emphasized. Finally, the authors delineate certain enduring questions regarding contingency experience in infancy and suggest ways of organizing research to address some of them. » (p. 25)