scispace - formally typeset
Search or ask a question
Author

Catherine Saint-Georges

Bio: Catherine Saint-Georges is an academic researcher from University of Paris. The author has contributed to research in topics: Autism & Autism spectrum disorder. The author has an hindex of 12, co-authored 27 publications receiving 984 citations. Previous affiliations of Catherine Saint-Georges include Paris-Sorbonne University & Pierre-and-Marie-Curie University.

Papers
More filters
Journal ArticleDOI
TL;DR: The current questions asked by synchrony evaluation and the state-of-the-art related methods are emphasized and the noncomputational and computational approaches of annotating, evaluating, and modeling interactional synchrony are reviewed.
Abstract: Synchrony refers to individuals' temporal coordination during social interactions. The analysis of this phenomenon is complex, requiring the perception and integration of multimodal communicative signals. The evaluation of synchrony has received multidisciplinary attention because of its role in early development, language learning, and social connection. Originally studied by developmental psychologists, synchrony has now captured the interest of researchers in such fields as social signal processing, robotics, and machine learning. This paper emphasizes the current questions asked by synchrony evaluation and the state-of-the-art related methods. First, we present definitions and functions of synchrony in youth and adulthood. Next, we review the noncomputational and computational approaches of annotating, evaluating, and modeling interactional synchrony. Finally, the current limitations and future research directions in the fields of developmental robotics, social robotics, and clinical studies are discussed.

350 citations

Journal ArticleDOI
18 Oct 2013-PLOS ONE
TL;DR: The purpose was to provide an update of the evidence accumulated by reviewing all of the empirical or experimental studies that have been published since 1966 on IDS driving factors and impacts to suggest IDS is part of an interactive loop that may play an important role in infants’ cognitive and social development.
Abstract: Various aspects of motherese also known as infant-directed speech (IDS) have been studied for many years. As it is a widespread phenomenon, it is suspected to play some important roles in infant development. Therefore, our purpose was to provide an update of the evidence accumulated by reviewing all of the empirical or experimental studies that have been published since 1966 on IDS driving factors and impacts. Two databases were screened and 144 relevant studies were retained. General linguistic and prosodic characteristics of IDS were found in a variety of languages, and IDS was not restricted to mothers. IDS varied with factors associated with the caregiver (e.g., cultural, psychological and physiological) and the infant (e.g., reactivity and interactive feedback). IDS promoted infants’ affect, attention and language learning. Cognitive aspects of IDS have been widely studied whereas affective ones still need to be developed. However, during interactions, the following two observations were notable: (1) IDS prosody reflects emotional charges and meets infants’ preferences, and (2) mother-infant contingency and synchrony are crucial for IDS production and prolongation. Thus, IDS is part of an interactive loop that may play an important role in infants’ cognitive and social development.

222 citations

Journal ArticleDOI
TL;DR: Findings from home movies studies along with prospective studies have created the bases for identification of infants and toddlers at risk of developing ASD before the 18–24-month period, despite early diagnosis of autism remains a complex challenge.

126 citations

Journal ArticleDOI
27 Jul 2011-PLOS ONE
TL;DR: It is stressed that credence should be given to parents' intuition as they recognize, long before diagnosis, the pathological process through the interactive pattern with their child, when studying interactive patterns.
Abstract: Background To assess whether taking into account interaction synchrony would help to better differentiate autism (AD) from intellectual disability (ID) and typical development (TD) in family home movies of infants aged less than 18 months, we used computational methods. Methodology and Principal Findings First, we analyzed interactive sequences extracted from home movies of children with AD (N = 15), ID (N = 12), or TD (N = 15) through the Infant and Caregiver Behavior Scale (ICBS). Second, discrete behaviors between baby (BB) and Care Giver (CG) co-occurring in less than 3 seconds were selected as single interactive patterns (or dyadic events) for analysis of the two directions of interaction (CG→BB and BB→CG) by group and semester. To do so, we used a Markov assumption, a Generalized Linear Mixed Model, and non negative matrix factorization. Compared to TD children, BBs with AD exhibit a growing deviant development of interactive patterns whereas those with ID rather show an initial delay of development. Parents of AD and ID do not differ very much from parents of TD when responding to their child. However, when initiating interaction, parents use more touching and regulation up behaviors as early as the first semester. Conclusion When studying interactive patterns, deviant autistic behaviors appear before 18 months. Parents seem to feel the lack of interactive initiative and responsiveness of their babies and try to increasingly supply soliciting behaviors. Thus we stress that credence should be given to parents' intuition as they recognize, long before diagnosis, the pathological process through the interactive pattern with their child.

114 citations

Journal ArticleDOI
01 May 2013-PLOS ONE
TL;DR: The parents of infants who will later develop autism change their interactive pattern of behaviour by both increasing parentese and father's involvement in interacting with infants; both are significantly associated with infant's social responses.
Abstract: Background Whether development of autism impacts the interactive process between an infant and his/her parents remains an unexplored issue.

71 citations


Cited by
More filters
01 Jan 2014
TL;DR: Using Language部分的�’学模式既不落俗套,又能真正体现新课程标准所倡导的�'学理念,正是年努力探索的问题.
Abstract: 人教版高中英语新课程教材中,语言运用(Using Language)是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

2,071 citations

Journal ArticleDOI
TL;DR: It is asserted that producing and understanding are interwoven, and that this interweaving is what enables people to predict themselves and each other.
Abstract: Currently, production and comprehension are regarded as quite distinct in accounts of language processing. In rejecting this dichotomy, we instead assert that producing and understanding are interwoven, and that this interweaving is what enables people to predict themselves and each other. We start by noting that production and comprehension are forms of action and action perception. We then consider the evidence for interweaving in action, action perception, and joint action, and explain such evidence in terms of prediction. Specifically, we assume that actors construct forward models of their actions before they execute those actions, and that perceivers of others' actions covertly imitate those actions, then construct forward models of those actions. We use these accounts of action, action perception, and joint action to develop accounts of production, comprehension, and interactive language. Importantly, they incorporate well-defined levels of linguistic representation (such as semantics, syntax, and phonology). We show (a) how speakers and comprehenders use covert imitation and forward modeling to make predictions at these levels of representation, (b) how they interweave production and comprehension processes, and (c) how they use these predictions to monitor the upcoming utterances. We show how these accounts explain a range of behavioral and neuroscientific data on language processing and discuss some of the implications of our proposal.

1,046 citations

Book
01 May 2017
TL;DR: It is argued that next-generation computing needs to include the essence of social intelligence - the ability to recognize human social signals and social behaviours like turn taking, politeness, and disagreement - in order to become more effective and more efficient.
Abstract: The ability to understand and manage social signals of a person we are communicating with is the core of social intelligence. Social intelligence is a facet of human intelligence that has been argued to be indispensable and perhaps the most important for success in life. This paper argues that next-generation computing needs to include the essence of social intelligence - the ability to recognize human social signals and social behaviours like turn taking, politeness, and disagreement - in order to become more effective and more efficient. Although each one of us understands the importance of social signals in everyday life situations, and in spite of recent advances in machine analysis of relevant behavioural cues like blinks, smiles, crossed arms, laughter, and similar, design and development of automated systems for social signal processing (SSP) are rather difficult. This paper surveys the past efforts in solving these problems by a computer, it summarizes the relevant findings in social psychology, and it proposes a set of recommendations for enabling the development of the next generation of socially aware computing.

988 citations

Reference EntryDOI
15 Jul 2008

657 citations

Proceedings ArticleDOI
22 Apr 2013
TL;DR: A new multimodal corpus of spontaneous collaborative and affective interactions in French: RECOLA is presented, which is being made available to the research community to take self-report measures of users during task completion.
Abstract: We present in this paper a new multimodal corpus of spontaneous collaborative and affective interactions in French: RECOLA, which is being made available to the research community. Participants were recorded in dyads during a video conference while completing a task requiring collaboration. Different multimodal data, i.e., audio, video, ECG and EDA, were recorded continuously and synchronously. In total, 46 participants took part in the test, for which the first 5 minutes of interaction were kept to ease annotation. In addition to these recordings, 6 annotators measured emotion continuously on two dimensions: arousal and valence, as well as social behavior labels on live dimensions. The corpus allowed us to take self-report measures of users during task completion. Methodologies and issues related to affective corpus construction are briefly reviewed in this paper. We further detail how the corpus was constructed, i.e., participants, procedure and task, the multimodal recording setup, the annotation of data and some analysis of the quality of these annotations.

630 citations