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Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency

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Dialogic Book-Sharing as a Privileged Intersubjective Space.

Lynne Murray¹, Holly Rayson², Pier-Francesco Ferrari^2,3

¹School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom.

Frontiers in Psychology

|March 21, 2022

Summary

This summary is machine-generated.

Dialogic Book-sharing (DBS) enhances child cognitive and language development by creating a unique intersubjective space. This method is especially beneficial for infants and preschoolers, supporting early learning.

Keywords:

dialogic book-sharing gaze infant attention intersubjectivity joint attention language learning parent-infant interaction pointing

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Area of Science:

Developmental Psychology
Linguistics
Cognitive Science

Background:

Parental reading positively impacts child cognitive and language development.
Dialogic Book-sharing (DBS), an interactive reading method, shows particular benefits for young children.
Existing research on DBS has limited focus on its theoretical foundations.

Purpose of the Study:

To investigate the underlying processes of Dialogic Book-sharing (DBS) that benefit child development.
To explain why these specific processes within DBS are advantageous for cognitive and language growth.
To provide a theoretical and empirical basis for promoting DBS, particularly in underserved communities.

Main Methods:

Integrated evidence from diverse fields: primate communication, gesture, art history, and infant studies.
Analyzed core characteristics of DBS as an intersubjective space.
Reviewed findings from DBS intervention studies.

Main Results:

DBS provides a privileged intersubjective space crucial for promoting child cognitive and language development.
Evidence from various disciplines supports the efficacy of DBS processes.
DBS intervention studies corroborate its developmental benefits.

Conclusions:

Dialogic Book-sharing (DBS) offers a theoretically and empirically supported approach to enhance early childhood development.
The intersubjective nature of DBS is key to its effectiveness in fostering cognitive and language skills.
Widespread promotion of DBS, especially for disadvantaged populations, is recommended based on its proven benefits.