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An Experimental Study Of The Effect On Babbling Of Visual Interaction Between Mother And Infant

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An Experimental Study Of The Effect On Babbling Of Visual Interaction Between Mother And Infant

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Content This dissertation has been
microfilmed exactly as received 6 7 -1 3 ,7 5 7
PARKER, Jam es Edward, 1928-
AN EXPERIMENTAL STUDY OF THE EFFECT ON
BABBLING OF VISUAL INTERACTION BETWEEN
MOTHER AND INFANT.
U niversity of Southern California, Ph.D., 1967
Speech Pathology
University Microfilms, Inc., A nn Arbor, M ichigan
AN EXPERIMENTAL STUDY OF THE EFFECT ON
BABBLING OF VISUAL INTERACTION BETWEEN
MOTHER AND INFANT
by
James Edward Parker
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Speech)
June 1967
UNIVERSITY O F S O U T H E R N C A L IFO R N IA
THE GRADUATE SCH O O L
U NIVERSITY PARK
LOS A N G ELES, CA LIFO R N IA 9 0 0 0 7
This dissertation, written by
James Edward Parker
under the direction of h^....Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by the Graduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R OF P H I L O S O P H Y
a.
Dean
D ale...
ACKNOWLEDGMENTS
I wish to thank Dr. William H. Perkins, Dr. Russell
Haney and Dr. Robert McIntyre for their adroit analysis and
guidance in completing this dissertation. Dr. Alex Kram-
mer, Dr. Paul Dyment and others of the staff of Inter
community Hospital were most co-operative and supportive in
providing the subjects necessary in completing this in
vestigation. I wish to acknowledge the Insightful help of
Dr. Morton Brown, Dr. Ralph Jenson, Forrest Young, Robert
Williams and Rev. Fred Doty whose time and encouragement
was greatly appreciated; the patience and devotion of my
secretary Marty LaRocca; the contribution of Beth Switzer,
Elizabeth Turner, Enid Aldwell, Joan Schoolmaster; the
mothers and their infants who provided the heart of this
study. Specifically, I wish to recognize the wisdom and
understanding so generously extended to me by Harriett
Mason. For my wife, a woman who knows the art of loving, I
reserve the greatest acknowledgment and remembrance for her
strength and reassurance. Her eminence made this study a
reality. To our children, Gregory Edward and Tara Lynn, I
express my appreciation for patience and understanding
beyond their years.
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS.................................. 11
LIST OF TABLES.................................. v
Chapter
I. INTRODUCTION AND STATEMENT OF THE PROBLEM . 1
Statement of the Problem
Experimental Hypotheses
II. REVIEW OF THE LITERATURE................ 4
III. METHODS AND PROCEDURES.................. 11
Research Design
Procedures
Statistical Design
IV. RESULTS.................................. 16
Intra and Interjudge Reliabilities
Statistical Analysis
V. DISCUSSION.............................. 24
Factors which Contributed to the Inter
action Effects
VI. SUMMARY AND IMPLICATIONS FOR FURTHER
RESEARCH.............................. 27
Implications for Further Research
BIBLIOGRAPHY .................................... 31
APPENDIXES...................................... 35
A. LETTER OF INFORMATION TO MOTHERS......... 36
B. INSTRUCTIONS TO BE READ BY THE MOTHER ... 38
C. ORDERS OF CONDITIONS.................... 40
D. JUDGE SCORE SHEET ........................ 42
ill
Page
APPENDIXES
E. IBM COMPUTER DATA SHEET.................. 44
P. ANALYSIS OP VARIANCE--BMD08V--FREQUENCY OP
BABBLING DEPENDENT VARIABLE I .......... 46
G. ANALYSIS OF VARIANCE--BMDO8V--DURATION OP
BABBLING DEPENDENT VARIABLE II ........ 48
H. REVISED ANALYSIS OP VARIANCE— BMD08V—
FREQUENCY OF BABBLING (LOGSUM) DEPENDENT
VARIABLE I ............................. 50
I. REVISED ANALYSIS OP VARIANCE— BMD08V— DURA
TION OF BABBLING (LOGSUM) DEPENDENT
VARIABLE I I ............................. 52
J. CELL MEANS FOR MAIN EFFECTS.............. 54
K. CELL MEANS FOR MAIN EFFECTS (LOGSUM) . . . 56
iv
LIST OF TABLES
Table Page
1. Intrajudge Reliabilities for Variables 1
and 2 ............ 16
2. Interjudge Reliabilities for Variables 1
and 2 .......................... 17
3. Correlations between Frequency and
Seconds........................ 18
4. Analysis of Variance BMD08V Frequency and
Seconds of Babbling............ 18
3. Frequency and Seconds of Babbling .... 19
6 . Chi-Square Table ....................... 22
7. The t Program EMDx70............ 23
v
CHAPTER I
INTRODUCTION AND STATEMENT OP THE PROBLEM
Authorities generally agree that babbling precedes
the development of speech in infants; that babbling normal
ly begins at about the fourth month of life and continues
through the twelfth month; and that babbling emerges from
random vocalizations. There is much controversy, however,
as to the function that babbling serves and as to the
nature of the reinforcement which effects its persistence.
Some of the functions attributed to babbling are
social instrumentality, provision of motor outlet for audi
tory excitation, symptomatic expression of comfort, ex
pression of a latent imitative tendency and intrapsychic
gratification.
The nature of reinforcement has been variously
described as the cherishing response elicited from the
mother, auditory feedback of successful approximation of
sounds and self-gratification.
The autism theory proposed by Mowrer states that
when the mother is a source of gratification and pleasure
for the infant, the sounds made by her become pleasurable
stimuli associated with basic satisfactions. In the course
of random vocalization, the Infant will make sounds similar
1
2
to those to which he has become positively conditioned, and
he will try to repeat and refine these sounds. In the ab
sence of his mother he will make these mother-like sounds
in an effort to make his environment more like it is when
she is present. Sounds are refined only because a more
perfect reproduction is more satisfying. These sounds do
not function as interactions with the external world until
after the twelfth month of life, when the next stage of
language development begins.
Mowrer states that his theory accounts for the
function and persistence of babbling and the subsequent
development of speech and language more adequately than any
other theory yet proposed. Since all his observations were
of birds, it is a moot question whether his theory can be
applied appropriately to human infants. The only reported
test of Mowrer's theory (Sanger, 1955) was poorly con
trolled and Inconclusive. It was to test its applicability
to a human population that the present investigation was
designed.
Statement of the Problem
If, as Mowrer proposes, the infant's babbling is
self-reinforced and self-gratifying, then the mother's
presence or absence should have little effect upon the
infant's babbling. If, as Mowrer proposes, babbling is
sustained by autistic reinforcement rather than
environmental reinforcement, then the visual Interaction
between mother and infant should have little or no effect
upon the quantity of babbling. Therefore, the question
proposed for investigation is: Will the frequency and dura
tion of babbling vary with experimentally controlled visual
interaction between mother and infant?
Experimental Hypotheses
The purpose of this experiment was to determine
which of four possible answers to the research question Is
supported. The possible answers are: (1) The frequency of
babbling will not vary significantly (p . 0 5) with the
visual interaction between mother and infant; (2) the dura
tion of babbling will not vary significantly (p c .05) with
the visual interaction between mother and Infant; (3) the
frequency of babbling will vary significantly (p .05)
with the visual interaction between mother and infant; (4)
the duration of babbling will vary significantly (p .05)
with the visual Interaction between mother and infant.
CHAPTER II
REVIEW OF THE LITERATURE
The review of the literature is limited to theories
about the development of babbling. The function of bab
bling, source of reinforcement, reason for refinement of
sounds, and the importance of infant-mother interaction are
discussed within the framework of each theory.
The production of repetitive sounds known as bab
bling begins around four months of life (McCarthy, 1946;
Simon, 1957). Most authorities agree that soon after bab
bling begins it takes on communicative aspects and grows
into speech (Thorndike, 1943; Lewis, 1951; Osgood and Sucl,
1955; Sanger, 1955; Mowrer, i9 6 0; McCarthy, 1 9 6 5; Holt,
1931)• The age at which babbling acquires functional util
ity is in dispute.
There are some writers who propose that babbling
possesses social Instrumentality from its onset (Miller and
Dollard, 1941; Skinner, 1957; Spitz, 1 9 6 5). It is rein
forced by the nurturing or cherishing response it elicits
from the mother. Babbling is refined because of the need
for more explicit communication.
Perkins (1 9 6 6) raises some objections to thi3
4
5
theory: (l) According to learning theory, a response has to
occur before it Is reinforced. If babbling were communica
tive from its onset, the infant would have to know the
utility of vocalization before he learned it through rein
forcement . (2) The infant is already an excellent communi
cator before he begins to babble and would not need to
vocalize in order to relate to his world. (3) It Is gen
erally believed that babbling occurs most frequently when
the Infant is alone and has the least need to communicate.
In the "communicative" theory, interaction with the
mother is, of course, essential. In fact, Spitz ( 1 9 6 5)
states that the reciprocal relationship, or "dialogue,"
between mother and Infant is the factor that enables the
infant to transform meaningless stimuli into meaningful
symbols by providing an action-reaction-action cycle.
Most authorities state that early babbling is in
dependent of response from the infant's mother and only
secondarily becomes interactive and communicative as the
infant learns that the sounds he makes are operant (Thorn
dike, 1943; Lewis, 1951; Sanger, 1955; Osgood and Suci,
1955; Mowrer, I960; McCarthy, 1965; Holt, 1931).
Theories adhering to this point of view can be
grouped into four categories regarding the original
function of babbling:
1. Babbling is a neuroblologlcal phenomenon.
Auditory excitation finds motor outlet in vocalization
which provides through feedback a secondary auditory stimu
lus, which again finds motor outlet through vocalization.
This reflex-clrcle forms synaptic connections because of
the temporal contiguity of the two stimuli. If the child
has normal hearing, he is then able to repeat sounds made
by other people (Holt, 1931)•*
2. Babbling is a symptomatic expression of con
tentment and as such, requires no reinforcement. Since
babbling is consummatory, it does not need to be refined
until it acquires communicative properties through learning.
Interaction with the mother is important only as she af
fects the Infant's contentment (Stein, 1949; Lewis, 1951).
3. Babbling Is imitative and reflexive and occurs
because of a latent tendency to imitate. Through auditory
feedback the infant compares the sound he has made with the
mother's sound and self-reinforcement occurs with success
ful approximation. While Thorndike (1943) agrees with this
theory, he states that reinforcement is provided by the
mother's response to the imitation. The sounds are refined
because closer accuracy gives more satisfaction. Inter
action with the mother is of primary importance because her
The importance of normal hearing Is stressed by
several authorities (Ewing and Ewing, 194-7; Myklebust, 1954;
Mowrer, 19bO) who point out that congenitally deaf children
babble very little, and soon stop babbling because of the
lack of feedback.
7
sounds serve as a model for the Imitative babbling (Osgood
and Suci, 1955 i McCarthy, 1 9 6 5).
4. Babbling Is the symbolic representation of the
sound-accompanied mlnisterings of the mother. This is
Mowrer's autistic gratification theory of speech develop
ment .
Mowrer states that his autism theory accounts for
the acquisition of speech more adequately than any theory
yet proposed. This hypothetical construct evolved from
investigations with "talking" birds. It employs the prin
ciples of secondary reinforcement from learning theory and
of Identification from psychoanalysis.
Mowrer describes his theory operationally: The first
step in teaching a bird to talk is to make a "pet" of it,
e.g., to tame, care for and "baby" it in such a way as to
deflect the interests and emotional attachments of the bird
away from members of its own species to the human teacher.
At the same time, the teacher makes noises which the bird
learns to associate with its trainer and the satisfaction
of basic needs.
These sounds become positively associated, i.e.,
they become good sounds. While making random vocalizations,
the bird eventually makes sounds reminiscent of its train
er's sounds. Some of the pleasure which has become at
tached to the trainer's sounds will be generalized to the
similar sounds which the bird makes.
8
In terms of learning theory, the initially neutral
sounds have acquired secondary reinforcing properties by
virtue of their temporal contiguity with primary reinforce
ments . The bird is secondarily rewarded for having made
somewhat similar sounds and then tries to make those sounds
more like the original sounds in order to derive the maxi
mum of pleasure and comfort from them.
In terms of psychoanalytic theory, the bird devel
ops a "positive cathexis" (love) for its human trainer. It
identifies with and tries to be like It's trainer by re
producing his sounds.
Once these sounds have been perfected on the
autistic or self-satisfaction basis, these same responses
can be employed instrumentally to Indicate some need or
perhaps to attract and hold an admiring audience. However,
the essential first step in this developmental sequence
occurs because of subjective comfort and not because of
any objective utility of the sounds.
Applying his findings with "talking" birds to human
speech development, Mowrer proposed that the Infant first
learns to reproduce conventionalized noises because of the
Intrapsychic gratification they provide.
The infant associates emotional satisfaction with
the vocalizations which accompany his mother's loving care.
Vihen he makes similar sounds during random vocalization,
some of the emotional satisfaction Is transferred to his
own sounds, which become "good" noises. These sounds are
reinforced by the autistic gratification they provide.
When the infant is lonely, frightened, hungry, cold
or merely bored, he attempts to make his situation more
like baby-with-mother by making mother-like sounds. As the
infant's perceptions of his surrounds become finer, his
word-like noises must be refined and perfected to continue
to give satisfaction. Babbling persists because of the
secondary reinforcement properties of intrapsychic gratifi
cation and does not require a response or reaction from
others for its continuation.
Allen (1 9 4 7), Buxbaum (1949), Rlbble (1957), and
McCarthy (1 9 6 5) support Mowrer's hypothesis that the infant
must first perceive his mother as a love object before he
can babble. They found that "well-mothered" infants began
to vocalize and smile during the second month of life while
others who had been left too much alone or inconsistently
handled did not begin to vocalize or smll«i. until after the
fifth or sixth month.
The only reported study of human infants designed
to test Mowrer's theory was conducted by Sanger (1955)•
She observed eight infants and their mcthers in an attempt
to answer three questions derived from the autism hypothe
sis:
10
(1) Whether When caring for their babies the mothers
vocalize frequently.
(2) Whether the mother’s voice alone does eventual
ly comfort the baby.
(3) Whether the babies do tend to vocalize in the
absence of the mother.
The only conclusions she was able to reach were: (l) "good"
mothers tend to keep their babies "bathed in sound*" and
(2) more rigorous controls are needed to test the autism
hypothesis with human subjects.
CHAPTER III
METHODS AND PROCEDURES
Research Design
The independent variable manipulated was the visual
interaction between the Infant and the mother under the
following three conditions:
Condition A (absence of visual interaction). In
condition A the mother was seated in a different room from
the subject and remained silent until the test condition
was finished.
Condition B (partial visual interaction). In con
dition B the mother was seated three feet from the infant,
silently reading a book of her choice. Her chair was placed
at a 90° angle from the Infant and was in full view of the
subject. The mother did not respond in any way to the
subject's activity.
Condition C (total visual interaction). In condi
tion C the mother was seated three feet from the subject
facing the infant. She neither communicated verbally with
the subject, smiled or nodded her head, but continued to
look at him until the test condition was finished.
Hie dependent variables were the frequency and
duration of the infant's babbling during a ten minute
11
12
period.
Six orders of the conditions of the independent
variable were tested. TBiey were; ABC, CAB, BCA, ACB, BAC
and CBA. One of these orders was selected for each subject
by the use of two 3x3 Latin Squares.
Subjects.— The subjects were sixty infants selected
at random from eighty names submitted by pediatricians on
the medical staff of the Inter-Community Hospital in Covina,
California. The doctors obtained permission from the
mothers prior to the submission of their infants' names. A
letter (see Appendix A) was sent to the mother of each in
fant selected and recording dates were arranged.
The experimental group consisted of thirty-five
males and twenty-five females with an age range from four
to twelve months. Each infant had normal hearing as as
sessed by an informal hearing test. A further criterion
was that the family was intact.
Judges.— The three Judges were a speech pathologist,
psychologist and a former college student whose class-work
emphasized child development.
Materials.— The equipment used was a Wollensack
P-1500 Tape Recorder and a Concord Tape Recorder which re
corded at the speed of 3*75 c.p.s., an Apollo stop watch
and an Add-A-Matic hand counter. The testing room in each
case was selected by the mother.
13
Procedures
A tape recording of the dependent variables was
made for each of these orders. The mother was responsible
for assuming the station required for each test situation.
The tape recorder and the Investigator who operated it were
out of the Infant's visual range.
In order to control for the intervening variables
of fatigue, hunger and physical discomfort, each test
period began within 90 minutes after the subject had
awakened and within 15 minutes after he had been fed. Just
prior to testing, the infant's diapers were changed and he
was made as physically comfortable as possible.
Each 10 minute test period was given on a separate
day at approximately the same time. Each order comprising
three test conditions was completed within seven days after
the first recording had begun.
If crying occurred during the first 5 minutes of a
recording period it was assumed that the requirements of
the study had not been met. The test period was disquali
fied and that 10 minute test condition was repeated.
Upon completion of the entire test order the
equipment was removed and the mother was asked to complete
a questionnaire which provided basic family information.
The judges listened to the tape recordings and
used a hand counter and stop watch to count the frequency
14
and duration of the babbling In each 10 minute test period.
It vfas decided to use the first 8 minutes of each
recording for this study because of excessive crying in the
final 2 minutes of most of the test periods.
Statistical Design
The statistical design was a 60x6x3 within-subjects
Latin Square design. The statistical model which describes
this design is a mixed effects factorial analysis of vari
ance, often referred to as a Model III. This model is
utilized when observation of the dependent variable results
in a score that involves both fixed and random effects.
There were two fixed effect factors:
1. Three conditions of the independent variable.
2. The selection of orders for presentation of
conditions by the use of two 3*3 Latin Squares to offset
the possible effects of any learning.
The random effects factor was the subjects mho were
selected at random from a larger population. To reduce
possible errors and eliminate differences among subjects
each subject was tested under all three conditions.
The interactions of orders, judges, conditions,
time and subjects nested within orders were treated by an
analysis of variance.
The null hypothesis using analysis of variance
states that all means are equal or in statistical symbols,
Hc: Mx ........ Mj .......MJ
The alternative hypothesis is,
Hxs Not HQ♦
The P test was used to determine the level of sig
nificance for the analyses of variance. An alternative
method of evaluation for test of significance was the T
program BMDX70. An ^ of .05 was considered sufficent for
the purposes of this empirical Investigation.
All computations were made at the Health Sciences
Computing Facility, University of California at Los Angeles.
CHAPTER XV
RESULTS
Intra and Interjudge Reliabilities
Since the agreement among judges was of such im
portance to the study, reliability was determined between
and within Judges by use of the multiple correlation co
efficient .
Table 1 presents the multiple correlation coeffi
cient for intrajudge reliability. All coefficients were
significant (P .001). All Judges were consistent in
their judgments,
TABLE 1
INTRAJUDGE RELIABILITIES FOR VARIABLES 1 AND 2
Measures
Jl
J2
J3
All
Var. 1
.83 .97
.98 .92
Var. 2
.91 .98 .99 .96
Table 2 presents the multiple correlation coeffi
cients for interjudge reliability. All coefficients were
significant (P .001). All judges agreed with each other
in their first and second judgments.
16
17
TABLE 2
INTERJUDGE RELIABILITIES FOR VARIABLES 1 AND 2
Measures *^1^2 ^1^*3 ^2*^3
Variable 1
First Recording
.95
.96 .94
Second Recording .74 .79
.94
Variable 2
First Recording
.95 .96
.97
Second Recording .92 .92 .99
Variable 1
Combined Recordings
.85
.88 .94
Variable 2
Combined Recordings
.93 • 93
.98
Both Variables
Combined Recordings
.89 .91 .95
Statistical Analysis
Each dependent variable was analyzed In a separate
Model III analysis of variance. The total sum of squares
was analyzed into twenty-three components. A complete
summary of both variables will be found in the appendix.
As shown in Table 3 the variables were highly in
tercorrelated. The analyses of variance showed highly
similar results for both variables. Therefore, all state
ments made below will apply to both variables unless other
wise stated.
Table 4 presents the significant main effects.
18
TABLE 3
CORRELATIONS BETWEEN FREQUENCY AND SECONDS
Seconds First Set Seconds Second Set
Frequency First Set
of Judgments .75 .77
Frequency Second
Set of Judgments .7 6 .80
TABLE 4
ANALYSIS OF VARIANCE BMD 08V FREQUENCY AND
SECONDS OF BABBLING
Main Effects
Source df Variable I Variable II Signifi
F Fc F Fc cance
0
5 3.32 2.39 4.12
2.39 P .0 5
J 2
82.97 3.74 58.34 3.74 .0 5
C 2 1.98 3.74 0.38 3.74 NS
T
7
5.54 2 .1 8 6.96 2 .1 8
.0 5
3(0) 54 8.86
1.37 8.17 1.37 P«£l .05
Source Code
O « Orders C = Conditions S = Subjects
J = Judges T - Time NS « Non-significant
Fc - Criterion value of F for 0.05 level of significance.
19
The orders' significance indicates that the dif
ferent orders produced different responses. This result
was anticipated and provided the rationale for counter
balancing the orders.
The judges significance indicates that the judges
varied in their judgment of the amount of babbling.
The non-significance of the conditions indicates
that the amount of babbling in each condition did not dif
fer significantly.
The time significance indicates that babbling
varied as a function of time. More babbling occurred as
time passed.
The subjects' significance Indicates that subjects
varied in frequency and duration of babbling. This finding
was anticipated and prompted the development of the within-
3ubjects design of this Investigation.
Table 5 presents the significant second order
effects.
TABLE 5
FREQUENCY AND SECONDS OF BABBLING
Second Order Effect
Source df Variable I Variable II Signifi
F Fc F Fc cance
OC 10
10.77 1 .8 3 22.99
I .8 5 P c .05
OT
35
2.36 1.48 4.01 1.48
P C . 05
CT 14 3.32 1 .6 9
4.74
1.69 P < .05
SC (0) 108 13.64 1.24
16.87
1.24
P c .0 5
ST(0) 378 3.63 1.14 4.06 1.14
P C.05
20
The significance of the orders-by-conditions inter
action suggests that the effect for the conditions is re
lated to the orders. Conditions are differentially af
fected by the order in which they are given.
The interaction of orders-by-time significance
Indicates that the measurement of the dependent variables
as a function of time was not the same for all orders.
The greatest mean frequency was found in order ACB, the
greatest mean duration and least mean frequency in order
BAC and the least mean duration in order BCA.
The significance of the conditions-by-time inter
action Indicates that the measurement of the dependent
variables as a function of time was not the same for all
conditions.
The significance of the subjects-by-conditions
interaction indicates that the variation of the dependent
variables for each subject was not the same for all con
ditions .
The significance of the subjects-by-time inter
action indicates that the variation of the dependent vari
ables for each subject was not the same at each time inter
val .
The third order effect is in agreement with the
second order interaction effect.
Inspection of the data necessitated further
mathematical inquiries. Two large interactions,
21
orders-by-condltions and subjects-by-conditions nested
within orders, occurred within the data which made them
inconclusive. The following statistical maneuvers were
attempted to reduce these interactions.
1. The raw data and IBM computer data sheets were
rechecked and a few errors were found. These errors oc
curred in the transposition of the data from the raw
scores to the computer sheets and were found to be minimal
when programmed again by the IBM computer with the inter
actions still present as before. The summary of this
analysis of variance which did not adequately reduce inter
action effects will be found in Appendixes H and I.
2. The total sum of observations were computed
eliminating time as a main effect. The same interaction
effects were found to be present.
3. The data using four separate applications of
the logarithmic transformation were computed as follows:
(a) the log including all main effects;
(b) the log of the sum of observations eliminat
ing time as a variable;
(c) the log of sums by orders;
(d) the log of sums by each condition.
Although the logarithmic transformation reduced the
size of the interaction effects, their presence still pro
duced a non-significant conditions effect.
4. A multivariate analysis of variance and
22
covariance was computed employing age and sex as covariates.
A linear fit was attempted and no correlation was found to
exist between age and the dependent variables.
5. The data were computed using a sub-sample of
twelve subjects consisting of the four oldest males, four
youngest males, two oldest females and two youngest females.
It was found that age and sex did not explain the inter
actions .
6. A chi-square test of first, second and third
order by conditions for each subject was examined because
none of the above mathematical maneuvers eliminated the
high interaction term caused by order effect and subject-
treatment combinations. Table 6 presents the findings.
TABLE 6
CHI-SQUARE TABLE
1st 2nd 3rd
A
23
16 21 6o
B
15
24 21 6o
C 22 20 18 6o
60 60 6o
Chi-square - 3.80
degrees of freedom s 4
P .30
7. The t program for differences in the totals
within each subject for conditions AB, AC and BC were
23
computed. Each subject was measured under all three condi
tions and within subject differences between conditions
were compared In a one sample t test to see if the means
were zero.
Table 7 presents the t program.
TABLE 7
THE t PROGRAM BMDx70
Variable Standard Standard Separate■ Variance Estimate
Index Mean Deviation Error
T
Value
Degrees P
of Freedom Value
A - B
Sum I 1.9111
Sum II 2.39^4
35.888
52.557
2.675
3.917
0.71
0 .6 1
59
59
0.48
0.54
A - C
Sum I -3.0444
Sum 11-1.0889
34.975
50.949
2 .6 0 7
3.798
-1.17
-0.29
59
59
0.24
0.78
B * ■ * C
Sum I -4.9556
Sum 11-3.4833
33.250
46.823
2.478
3.490
-2.00
-1.00
59
59
0.05
0.32
Variable Index Code:
ABC* Conditions
Sum I s Dependent Variable I (frequency)
Sum II = Dependent Variable II (duration)
The results indicate that there is no shown differ
ence between conditions A and B; A and C; and dependent
variable II for B and C. The significant difference be
tween B and C for dependent variable I has no real meaning.
It 13 an irrational, random occurrence rather than a
*
meaningful difference.
. ■ i —
Personal conference with Dr. Morton Brown, UCLA.
CHAPTER V
DISCUSSION
The findings of this investigation support the fol
lowing hypotheses:
1. The frequency of babbling will not vary with
the visual interaction between mother and infant.
2. The duration of babbling will not vary with the
visual interaction between mother and infant.
Inspection of the data shows that the infant did not babble
more when alone or in any other condition of his mother's
presence. Babbling did not vary with the experimentally
controlled conditions of visual Interaction between mother
and infant. This evidence shows that babbling is independ
ent of the infant's surrounds and is therefore autistically
gratifying.
Factors which Contributed to the Interaction Effects
A large Interaction term was found for subjects by
conditions and orders by conditions which provided strong
evidence for the presence of interaction effects. These
effects are accounted for by Hays (1964):
It stands to reason that there is something about
the combination of a particular subject with a par
ticular task that accounts for variance in the data.
Thus, within subjects, task differences apparently
24
25
exist, but these tend to be different for different
subjects. Similarly, subject differences may exist
within tasks but these intersubject differences tend
to vary across the three tasks.
Extraneous influences might account for the subject
variation. Teething, illness, unexpected visits by rela
tives are a few examples of unintended influences which
necessitated an interruption in the recording series. These
delays caused a loss of homogeneity of subjects thus vio
lating one of the assumptions underlying the analysis of
variance.
The order variation was influenced by a few cases
of extreme values in one of the orders. This particular
order was of marginal value to the analysis but when re
tained resulted in a large interaction effect. When this
order was analyzed no apparent differences were found that
could explain the result except the subject errors. Sub
jects were nested within orders, therefore the subject
variation would influence the order variation.
Several mathematical maneuvers were attempted to
reduce the interaction term. Although the logarithmic
transformations reduced the size of the interaction effects,
their presence made it difficult to assess with certainty
whether a conditions effect did not exist or whether they
were being masked by the interaction effects. To provide
conclusive evidence of no conditions effect a one sample t
test to compare condition means was computed. The findings
26
supported the null hypotheses that the frequency and dura
tion of babbling will not vary with the visual interaction
between mother and Infant.
Improvement in the research design might have
eliminated or reduced the subject variation. The lapse of
time from the beginning of the first test period until the
completion of testing allowed for extraneous influences
upon the subjects and could have caused fluctuations in
their response. Completion of the testing in a shorter
period of time might have yielded more consistent responses.
CHAPTER VI
SUMMARY AND IMPLICATIONS FOR FURTHER RESEARCH
This investigation was designed to test Mowrer's
autism theory of speech development. Mowrer states that
when the mother is a source of gratification and pleasure
for the Infant, the sounds made by her become pleasurable
stimuli associated with basic satisfactions. In the course
of random vocalization, the Infant will make sounds similar
to those to which he has become positively conditioned, and
he will try to repeat and refine these sounds. In the ab
sence of his mother he will make these mother-like sounds
In an effort to make his environment more like it is when
she is present. Sounds are refined only because a more
perfect reproduction is more satisfying. These sounds
persist because of the secondary reinforcement properties
of intrapsychic gratification and do not require a response
or reaction from others for their continuation.
If, as Mowrer proposes, the infant's babbling is
self-reinforced and self-gratifying, then the mother's
presence or absence should have little effect upon the
Infant's babbling.
The babbling of sixty randomly selected Infants was
tape-recorded and measured under the three test conditions:
27
28
Absence of visual interaction--the mother was
seated in a different room from the subject and remained
silent until test condition was finished.
Partial visual interaction— the mother was seated
three feet from the infant, silently reading a book of her
choice. Her chair was placed at a 90° angle from the in
fant and was in full view of the subject. The mother did
not respond in any way to the subject's activity.
Total visual interaction— the mother was seated
three feet from the subject facing the infant. She neither
communicated verbally with the subject, smiled nor nodded
her head, but continued to look at him until the test con
dition was finished.
These conditions were presented in six randomized orders.
The experimental design included controls for the inter
vening variables of fatigue, hunger and physical discomfort.
The frequency and duration of babbling in the three
test conditions were compared to show whether babbling is
truly Independent of the infant's surrounds.
■Hie statistical model was a mixed effects factorial
analysis of variance. The F test and t test were used to
determine the level of significance.
No significant differences were found among the
experimental conditions. Infants did not babble more when
alone or in the two presence conditions. Babbling seems to
29
be independent of the infant's surrounds and must, there
fore, be self-gratifying. Mowrer's autism theory as tested
by this Investigation is supported.
Implications for Further Research
1. Replication of this investigation with the
following suggested modifications might yield more exten
sive information than this study was able to provide:
(a) Use two matched groups of infants to reduce
subject error.
(b) Increase the size of the sample in order to
reduce errors associated with occasions of measurement.
(c) Use separate age groups of 4-8 months and
8 -1 2 months to investigate the age factor.
(d) Complete testing within 1-3 days to obtain
more consistent responses.
(e) Introduce a controlled verbal response by the
mother to make the test conditions more natural to the in
fant .
(f) Include an inventory which assesses patterns
of mothering and correlate its findings with the test data.
(g) Perform a longitudinal study with the same
subjects to control order effects and subject errors.
(h) Analyze the phoneme structure within each
condition to assess the variety of sounds produced by the
infants.
30
2. Although no differences in frequency or dura
tion of babbling were found through statistical analysis of
the data, the investigator and the Judges were able to ob
serve differences in verbal behavior which were not con
sidered germane to this study.
The partial visual interaction condition was the
most difficult to test and required the most reruns because
of crying. Distress in this condition was further evi
denced by the more frequent occurrence of nasal sounds,
which the judges termed "distress babbling." There was
much less of this "distress babbling" in the other condi
tions .
This empirical observation suggests the need for an
experiment designed to differentiate between distress and
pleasure babbling.
BIBLIOGRAPHY
BIBLIOGRAPHY
1. Allen, I.M. "Defect of Speech Function," New Zealand
Medical Journal, 46 (1947), 297-307.
2. Buhler, C. The First Year of Life. New York: The
John Day Co., 1930.
3. Buxbaum, E. "The Role of a Second Language in the
Formation of Ego and Superego," Psychoanalytic
Quarterly, 18 (1949), 279-209.
4. Ewing, I., and Ewing, A. Opportunity and the Deaf
Child. London: University of L ondon Bress, 1947.
5. Gesell, A., et al. The First Five Years of Life. New
York: Harper and Brothers, 1940.
6. Glorlg, A. "Screening Tests," Audiometry: Principles
and Practices. Edited by A. Clorlg. Baltimore:
Williams and Wilkins, 1 9 6 5. Pp. 170-184.
7. Hardy, W. G. "Evaluation of Hearing in Infants and
Young Children," Audiometry: Principles and Prac
tices . Edited by A. Glorig. Baltimore: Williams
and Wilkins, 1 9 6 5. Pp. 207-223.
8. Hays, William L. Statistics for Psychologists. New
York: Holt, Rinehart and Winston, l$b47
9. Holt, E. B. Animal Drive and the Learning Process, An
Essay Toward Radical Empiricism, hew York: W. Holt
and"'Co., 1931. --------------
10. Katan, A. "Some Thoughts About the Role of Verbaliza
tion in Early Childhood," Psychoanalytic Study of
the Child, 16 ( 1 9 6 1), 184-IB&T
11. Langer, S. K. Philosophy in a New Key. New York:
Mentor Books (The New American Library of World
Literature, Inc.), 1 9 6 1.
12. Lewis, M. M. Infant Speech: A Study of the Beginnings
of Language"! 2nd ed. New York: Humanities PressT
T95T.
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33
13. McCarthy, D. A. "Language Development in Children,"
Manual of Child Psychology. Edited by L. Car
michael . New York: Wiley, 1 9 6 5. Pp. 492-630.
14. Miller, G. A. Language and Communication. New York:
McGraw-Hill,' 1951.------- ------------
15. Miller, N. E., and Dollard, J. Social Learning and
Imitation. New Haven: Yale University Press, 1941.
16. Morris, C. Signs, Language and Behavior. New York:
George BraHlIer; IncT? 1355.--------
17. Mowrer, 0. H. Learning Theory and Personality
Dynamics. New York: konaia Press, 1950.
18. . "Speech Development in the Young Child: The
Autism Theory of Speech Development and Some Clini
cal Applications," Journal of Speech and Hearing
Disorders (1952), l7:J;' 263-268.
19. "Hearing and Speaking; Analysis of Language
Learning," Journal of Speech and Hearing Disorders,
23 (1958), 1 4 3-153- . — — ------------------
20. Learning Theory and Behavior. New York:
John Wiley and Sons, Inc., 1900.
21. ________ . Learning Theory and the Symbolic Processes.
New Vork: John Wiley and Sons, inc., i960.
22. Myklebust, H. R. Auditory Disorders in Children. New
York: Grune and Stratton, 1954.
23. Osgood, C. E., and Sucl, G. J. "Factor Analysis of
Meaning," Journal of Experimental Psychology, 50
(1955), 325-338.
24. Penfield, W., and Roberts, L. Speech and Brain
Mechanisms. Princeton, N.J.: Princeton University
Press,1 1559.
23. Perkins, W. H. "Language and Articulation," Voice, 15
( 1966), 33-37.
26. Piaget, J. Play, Pream3, and Imitation in Childhood.
New York: W, W, Norton and Company, 1 9 5 1.
27. Ribble, M. A. The Rights of Infants. New York:
Morningside Heights, 1 9 5 7.
28.
29.
30.
31.
32.
33.
34.
35.
36.
34
Roe, A., and Simpson, Q. G. Behavior and Evolution.
Yale University Press, Inc., Conn., 1950.
Sanger, Marjorie D. "Language Learning in Infancy: A
Review of the Autistic Hypothesis and an Observa
tional Study of the Infant," Harvard Educational
Review (1955), 269-271.
Shohara, H. "The Genesis of Articulatory Movements of
Sgeechg" Quarterly Journal of Speech, 21 (1935),
Simon, C. "The Development of Speech," Handbook of
Speech Pathology. Edited by Lee Travis. Mew Vork:
Appleton-Century-Crofts, 1957. Pp. 3-43.
Skinner, B. P. Verbal Behavior. New York: Appleton-
Century-Crofts, Inc., 1$57.
Spitz, R. The First Year of Life: A Psychoanalytic
Study of Normal and Deviant Development of Object
Relations. New York: International University
Press, l£65.
Stein, L. The Infancy of Speech and the Speech of
Infancy. London: Methuen and Co., Ltd., 1945^
Thorndike, E. L. Man and His Works. Cambridge,
Mass.: Harvard University Press, 1943.
Vygotsky, L. S. Thought end Language. M.I.T. Press:
Mass. Institute of 1 Technology7 19b2.
A P P E N D I X E S
APPENDIX A
LETTER OP INFORMATION TO
MOTHERS
APPENDIX A
LETTER OP INFORMATION TO MOTHERS
Dear
I am In the process of completing my work for a
Ph.D. Degree at the University of Southern California, In
order to satisfy all the requirements, each person who is a
candidate for this degree must conduct an original study
and preseht the results in a written dissertation. My par
ticular study concerns the development of speech patterns
in infants from four months to twelve months of age. Since
you have a baby in your family that is within this age
range, I am wondering if you might consider helping me by
participating in this study?
There will be no need for you to leave your home.
In fact, it is a necessity that the study be conducted in
as natural an environment as possible with the mother
present at all times. A tape recorder will be used to
record the sounds your baby makes for a period of ten
minutes directly following a sleeping and eating time.
Three ten minute recordings, made on three consecutive
days will give me the information that is needed. In ad
dition, you will be asked to complete a questionnaire per
taining to the growth and development of your baby. You
can be assured that all of the Information obtained will
be held in strict confidence and at no time will any of the
material be used in reference to you personally.
I will be contacting you by telephone soon, and I
hope you will be interested in participating in this study.
Sincerely yours,
James E. Parker, M.A.
37
APPENDIX B
INSTRUCTIONS TO BE READ BY
THE MOTHER
APPENDIX B
INSTRUCTIONS TO BE READ BY THE MOTHER
1. The following must he carefully followed:
First, the infant must have awakened within the
past 90 minutes.
Second, the infant must have been fed within the
past 15 minutes.
Third, the infant must be as comfortable as pos
sible, i.e. clean diapers prior to the testing
periods.
2. Three conditions have been established:
Condition A - The infant is alone. You will carry
on with your normal household activities. Record
ing time - 10 minutes.
Condition B - You will be in the room with your
child but not attending to him. You will be seated
3' from your infant at a 90° angle reading a book
of your choice. You must not verbally communicate
with your infant. Recording time - 10 minutes.
Condition C - You will be in the room with your
child and visually observing his activities. You
will be seated 3' from your Infant. However, you
must not verbally communicate with your infant.
Recording time - 10 minutes.
39
APPENDIX C
ORDERS OP CONDITIONS
APPENDIX C
ORDERS OF CONDITIONS
s Order
1 A,B,C
2 C,A,B
3
B,C,A
4 A,C,B
5
B,A,C
6
I
C,B,A
A,B,C
C,A,B
9
B,C,A
10 A,C,B
11 B,A,C
12 C,B,A
13
A,B,C
14 C,A,B
15
B,C,A
16 A,C,B
B,A,C
18 C,B,A
19
AjBjC
20 CjAjB
21 B,C,A
22 A,C,B
23
B,A,C
24 C,B,A
25 A,B,C
26 C,A,B
27
BjC ,A
28 A,C,B
29
B,A,C
30 C,B,A
s Order
31
A,B,C
32 C, A,B
33
B,C,A
34 A,C,B
B,A,C
3 6 C,B,A
37
A,B,C
38 C,A,B
39
B,C,A
4o A,C,B
41 B,A,C
42 C,B,A
43
A,B,C
44 C,A,B
45
B,C,A
46 A,C,B
B,A,C
48 C,B,A
49
A,B,C
50 C,A,B
51
B,C,A
52 A,C,B
53
B,A,C
54 C,B,A
55
A,B,C
56 Cj AjB
57
B,C,A
58 A,C,B
59
B,A,C
60 C,B,A
41
APPENDIX D
JUDGE SCORE SHEET
s
1
2
3
4
5
6
I
9
10
T
APPENDIX D
JUDQE SCORE SHEET
TEST PERIOD 2
f S
1
2
3
6
I
9
10
T
TEST PERIOD 3
f S
1
2
3
4 ------ ------
6
I
9
10
T
TEST PERIOD 1
f S
43
APPENDIX E
IBM COMPUTER DATA SHEET
APPENDIX E
IBM COMPUTER DATA SHEET
ORDER ________ SUBJECT ________ JUDGE _____
SEX ____ AGE ____ SIBLINGS
Condition A Condition B
L ± f s_
1 1 ______
2 2 ______
3 ______ 3________ _____
4 ________ 4_________ ______
5 3 _______ _____
6 6 _____
7 ________ 7_________ ______
8 8 _____
Condition C
f s
APPENDIX F
A N A L Y S
F R E Q U E N
DEPEND
IS OP V
B M D O 8 V
C Y OP B
ENT VAR
ARIANCE-
A B B L I N 0
I A B L E I
APPENDIX P
ANALYSIS OP VARIANCE— BMD08V I
1
FREQUENCY OP BABBLING
Source SS
DEPENDENT
df
1. 0 984.12
5
2. J
305.13
2
3. C 371.58
2
4. T
1,353.05 7
5. S (0) 39,522.23 54
6. 0J,0C,0T 3,256.21
55
7. JC,JO,JT
51.49
28
8. CT,CJ,C0 2,626.66 28
9. SJ,SC,ST, ( 0) 48,990.54 594
10. Residual 6l.3l4.49 3,568
Source Code
0 - Orders C s Conditions T s Time
J ■ Judges S = Subjects
NS = Non Significant
VARIABLE I
MS F Significance
196.82 3.32 P .05
152.57 82.97 P ^ .05
185.79
1.98 NS
193.29
5.54 P .05
731.89
8.86
P .05
59.20 3.44
P .05
1.83 0.10 NS
93.80 5.46 P c .05
82.47
4.80
P .05
17.17
■ f r
APPENDIX
ANALYSIS OP VARIANCE
B M D 0 8 V
DURATION OF BABBLING
DEPENDENT VARIABLE II
APPENDIX G
ANALYSIS OP VARIANCE--BMD08V
DURATION OP BABBLING
DEPENDENT VARIABLE II
Source SS df MS P Significance
1. 0 3,846.30
5
796.26 4.12 P .05
2. J 515.56 2 257.78 58.34 P -C .05
3. C
226.11 2
113.05
0 .3 8 NS
4. T 4,433.30
7 633.33
6 .9 6
P ^ .05
5. S (0) 69,344.58 54 1,284.16
8 .1 7 P c .05
6. OJ,OC,OT
10,281.89 55
186.94 6.70 P .05
7. JC,JO,JT 122.28 28 4.36
0 .1 5 NS
8. CT,CJ,CO 8,228.98 28
293.89
10.54 P ^ .05
9. SJ,SC,ST, (0) 93,361.12
594 157.17 5.63 P -c .05
10. Residual 99,465.16 3,568
27.87
Source Code
0 = Orders C - Conditions T r Time
J - Judges S - Subjects
NS = Non Significant
- f i
ve
APPENDIX H
REVISED ANALYSIS OF VARIANCE-
B M D 0 8 V
FREQUENCY OF BABBLING (LOGSUM)
DEPENDENT VARIABLE I
APPENDIX H
REVISED ANALYSIS OP VARIANCE— BMDOSV
FREQUENCY OP BABBLING (LOGSUM)
DEPENDENT VARIABLE I (MAIN EFFECTS)
Source SS df MS F
..Significance
1. 0 2.25 5 0.45
1.73
NS
2. J
0.77
2 0.38 38.00 P c .05
3 * C , V
1.13
2
0.57
1.54 NS
4, S (0)
110.83
54
2.05 5.54
P .05
5. OJ,OC
5.31
20 0 .2 6
6. J0,JC 0.14 14 0.01
7. C0,CJ
5.23
14
0.37
8. SJ,SC, (0)
81.94 216
0.37
9. Residual 1.18 236 0.005
Source Code
0 = Orders C = Conditions T = Time
J s Judges S = Subjects
NS = Non Significant
APPENDIX I
REVISED ANALYSIS OP VARIANCE-
B M D 0 8 V
DURATION OF BABBLING (LOGSUM)
DEPENDENT VARIABLE II
APPENDIX I
REVISED ANALYSIS OP VARIANCE— BMD08V
DURATION OP BABBLING (LOGSUM)
DEPENDENT VARIABLE II (MAIN EFFECTS)
Source SS df MS P Significance
1. 0
9.97 5 1.99 2.92
P .05
2. J 2 .0 8 2 1.04 104.00
P <. .05
3. C 0.85 2 0.43 0 .4 7
NS
4. S (0) 157.42 54
2.91
4 .6 9
P .05
3. OJ,OC 13.62 20 .68
6. JO,JC 0 .1 6 14 .01
7. CO,CJ 13.60 14 .90
8. SJ,SC, (0)
135.50 216 .62
9. Residual 1.48 236 .006
Source Code
0 s Orders C a Conditions T - Time
J * Judges S a Subjects
NS a Non Significant
ui
u>
APPENDIX J
CELL MEANS FOR MAIN EFFECTS
APPENDIX J
CELL MEANS FOR MAIN EFFECTS
ALL VARIABLES FOR DEPENDENT VARIABLE I
MEAN
= 7.51
0 . 1 2
3
4
5
6
7.04 7.68 7.54 8.44 7.04
7.33
J = 1 2
3
7.15 7.62
7.77
c = 1 2
3
7.55 7.14
7.85
T = 1 2
3
4
5
6
6.70 6.82 7.18
7.45 7.90 7.70
1
ALL VARIABLES FOR DEPENDENT VARIABLE II
MEAN
-7.67
0 = 1 2
3
4
5
6
7.48
7.47 5.96 8.34 9.04 7.72
J = 1 2
3
7.46
8.15 7,39
C = 1 2 3
7.77 7.35
7.88
T - 1 2
3
4
5
6
6.01 6.90
6.95
7.44 8 .0 8 8.20
7
7.87
7
8.23
8
8.48
8
9.54
ui
VJl
APPENDIX K
CELL MEANS FOR MAIN EFFECTS
( L 0 G S U M )
MEAN
0 =
J r
C =
MEAN
0 =
J =
c -
APPENDIX K
CELL MEANS FOR MAIN EFFECTS
LOGSUM FOR DEPENDENT VARIABLE I
3.95
1 2 3 4 5 6
3.87 3.99 3.92 4.06 3.89 3.96
1 2 3
3.90 3.96 3.99
1 2 3
3.95 3.89 4.00
LOGSUM FOR DEPENDENT VARIABLE II
3.95 '
1 2 3 4 5 6
3.75 3.91 3.63 4.00 4.00 3.94
1 2 3
3-84 3 .9 6 3.81
1 2 3
3.89 3.82 3.91
vji
- ' J

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Asset Metadata

Creator Parker, James Edward (author)

Core Title An Experimental Study Of The Effect On Babbling Of Visual Interaction Between Mother And Infant

Degree Doctor of Philosophy

Degree Program Speech

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag health sciences, speech pathology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Perkins, William H. (committee chair), Haney, Russell (committee member), McIntrye, Robert B. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-148167

Unique identifier UC11360147

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Legacy Identifier 6713757.pdf

Dmrecord 148167

Document Type Dissertation

Rights Parker, James Edward

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA