Interpersonal Synchrony: A Survey of Evaluation Methods across Disciplines <s> Process Coordination <s> As early as the first day of life, the human neonate moves in precise and sustained segments of movement that are synchronous with the articulated structure of adult speech. These observations suggest a view of development of the infant as a participant at the outset in multiple forms of interactional organization, rather than as an isolate. <s> BIB001 </s> Interpersonal Synchrony: A Survey of Evaluation Methods across Disciplines <s> Process Coordination <s> 1. THE DEVELOPMENT THROUGH LIFE PERSPECTIVE. Assumptions of the Text. A Psychosocial Approach: The Interaction of the Biological, Psychological, and Societal Systems. The Scientific Process. 2. PSYCHOSOCIAL THEORY. What Is a Theory? The PSYCHOSOCIAL Perspective. Basic Concepts of Psychosocial Theory. Evaluation of Psychosocial Theory. The Life Span. Chapter Summary. References. Case Study: Rose. 3. MAJOR THEORIESFOR UNDERSTANDING CHANGE. The Theory of Evolution. Cognitive Development Theory. Theories of Learning. Cultural Theory. Social Role Theory. Systems Theory. Chapter Summary. References. 4. THE PERIOD OF PREGNANCY AND PRENATAL DEVELOPMENT. Genetics and Development. Genetic Sources of Individuality. Genetic Technology and Psychosocial Evolution. Evaluating the Impact of Heredity on Behavior. Normal Fetal Development. The Birth Process. The Mother, the Fetus, and the Psychosocial Environment. Applied topic: Abortion. Summary. References. 5. INFANCY (FIRST 24 MONTHS). Newborns. The Development of Sensory/Perceptual and Motor Functions. Attachment. Sensorimotor Intelligence and Early Causal Schemes. Understanding the Nature of Objects and Creating Categories. Emotional Development. The Psychosocial Crisis: Trust versus Mistrust. The Central Process for Resolving the Crisis: Mutuality with the Caregiver. The Prime Adaptive Ego Quality and the Core Pathology. Applied Topic: The Role of Parents. Chapter Summary. References. 6. TODDLERHOOD (AGES 2 AND 3). Developmental Tasks. The Psychosocial Crisis: Autonomy versus Shame and Doubt. The Central Process: Imitation. The Prime Adaptive Ego Quality and the Core Pathology. The Impact of Poverty on Psychosocial Development in Toddlerhood. Applied Topic: Day Care. Chapter Summary. References. 7. EARLY SCHOOL AGE (4 TO 6 YEARS). Developmental Tasks. The Psychosocial Crisis: Initiative Versus Guilt. The Central Process: Identification. The Prime Adaptive Ego Quality and the Core Pathology. Applied Topic: School Readiness. Chapter Summary. References. 8. MIDDLE CHILDHOOD (6-12 YEARS). Developmental Tasks. The Psychosocial Crisis: Industry versus Inferiority. The Central Process: Education. The Prime Adaptive Ego Quality and the Core Pathology. Applied Topic: Violence in the Lives of Children. Chapter Summary. References. 9. EARLY ADOLESCENCE (12-18 YEARS). Developmental Tasks. The Psychosocial Crisis: Group Identity versus Alienation. The Central Process: Peer Pressure. The Prime Adaptive Ego Quality and the Core Pathology. Applied Topic: Adolescent Alcohol and Drug Use. Chapter Summary. <s> BIB002 </s> Interpersonal Synchrony: A Survey of Evaluation Methods across Disciplines <s> Process Coordination <s> In this review we examine empirical and theoretical work in three eras—infancy, toddlerhood, and early childhood—and for each era describe the structure of dyadic synchrony in interactions involving children and their caregivers, as well as offer speculation about its developmental function for the child. We review divergent literatures dealing with synchrony-related constructs which, together, suggest that although the structure and function of synchrony change throughout the course of early development, the ability to achieve synchrony may represent a crucial developmental achievement for significant dyadic relationships, one that facilitates social, emotional, and cognitive growth for the child. <s> BIB003
At the process level, conversational partners are able to accurately predict the beginnings and endings of conversation phases, which are marked by syntax, morphology, and intonation  . By accurately projecting the ending of the speaker's turn, the listener can begin his turn using correct timing, allowing the conversational partners to achieve synchrony. Bernieri and Rosenthal define synchrony as "the degree to which the behaviors in an interaction are nonrandom, patterned or synchronized in both form and timing"  . Synchrony refers to the temporal coordination between individuals. For Cappella, "Coordination is arguably the essential characteristic of every interpersonal interaction...Interpersonal communication requires the coordination of behavior"  . Synchrony is related to the adaptation of one individual to the rhythms and movements of the interaction partner  and the degree of congruence between the behavioral cycles of engagement and disengagement of two people. Newman and Newman add that synchrony suggests that the social partners move fluidly from one state to the next. In opposition to behavior matching, synchrony is a dynamic phenomenon BIB002 . Moreover, this synchronistic process may occur in different sensory modalities; for example, the intensity of an infant's physical behavior matches the intensity of the mother's vocal behavior BIB001 . In terms of interaction dynamics, the conditions for the emergence of synchrony include BIB003 : 1. maintaining a prolonged engagement in mutual attention and turn-taking with both partners "tracking each other," 2. temporal coordination, the matching of activity levels (body orientation, body movements, facial expressions), similarly to a dance, 3. contingency, 4. attunement, meaning that in infant-adult caregiver interactions, the caregiver senses the infant's state and adjusts accordingly. Related terms in the literature include contingency, mutual responsiveness, mutual adaptation reciprocity, mutuality, affect attunement, dyadic affect regulation, interactional synchrony, dyadic synchrony, and behavioral entrainment. The definitions of synchrony are often circular and certainly too vague to use in a computational method; the types of behaviors and patterns and the scale of the phenomenon are not specified.