An Evaluation of the Effects of Adult Social Interaction on Infant Vocalizations

Abstract

The results of previous studies suggest that infant vocalizations may be sensitive to social interaction as a reinforcer (e.g., Poulson, 1983, 1988; Rheingold, Gewirtz, & Ross, 1959). The purpose of Study 1 was to conduct descriptive analyses to examine teacher-infant interactions in three early education settings to determine (a) the prevalence of vocalizations, (b) the temporal contiguity between infant vocalizations and adult social interaction, and (c) the nature of adult social interaction. The purpose of Study 2 was to replicate the results of previous experimental analyses by demonstrating higher levels of vocalizations in a reinforcement condition as compared to levels of vocalizations in an extinction (EXT) condition. Results of Study 1 showed that (a) levels of vocalizations were similar across classrooms, (b) potential neutral contingencies between social interaction and vocalizations existed in two of the three classrooms, and (c) the nature of adult social interaction varied across the classrooms. Results of Study 2 failed to replicate those of previous research in demonstrating consistently higher levels of vocalizations in the reinforcement condition as compared to levels of vocalizations in the EXT condition. The author discusses potential reasons for this failure to replicate, including the possibility of automatically maintained vocalizations. Additional experimental analyses are necessary to further explain the inconsistent results obtained in Study 2.