Development and validation of ostensive communication coding system

Part 1: The theory of Natural Pedagogy as proposed by Csibra and Gergely (2006, 2010) has provided a comprehensive account of the phenomenon of cultural learning. The theory suggested that ostensive communication in early interaction between the mother-infant dyad plays a crucial role in facilitating the transmission of cultural knowledge. The three ostensive cues identified in that theory are eye contact, being addressed by name and contingent responsivity. This conceptual introduction provides a detailed review of the theory as well as the relevant literature. A critical evaluation of the empirical evidence presented in the body of literature suggests there are major limitations within that evidence, which as a consequence makes the empirical evidence fall short of offering robust support to the theory. This paper concludes by calling for development of a new instrument which allows for collecting data that is necessary for addressing these limitations. Part 2: Aim: (1) To develop the Ostensive Communication Coding System (OCCS). (2) To establish the psychometric properties of the OCCS. Method: Establish the behavioural operational definition and measurements of four ostensive communication – Eye contact, Name addressing, Infant Directed Speech and Contingent responsivity. Apply the OCCS to code videos of mother-infant interaction in two learning paradigms. Due to the occurrence of Covid-19, data collection was interrupted. The second aim of the study could not be fully achieved because of insufficient sample size. 14 infants aged 16 to 22 months took part in the study with their mother. Their interaction in the two learning paradigms are coded with OCCCS. Result: Interrater reliability of OCCS was assessed via intraclass correlation coefficients. Interrater reliability was excellent for all the scale components (> .90). Construct validity was tested with Parenting Stress Index, Fourth Edition Short Form (PSI-4-SF) and The Parental Reflective Functioning Questionnaire (PRFQ) via quasi-qualitative method, individual patterns of scores were observed. The results provided supportive evidence of the construct validity of OCCS Conclusion: The OCCS is likely to be a reliable and valid instruction to assess ostensive communication in natural pedagogical situation. Implications for future development are discussed.