A study protocol exploring synchrony between mother infant and therapist during shared reading with preterm infants in a neonatal unit
Bibliographic record
Abstract
Early parent-infant interactions are crucial for socio-emotional development; however, interventions to enhance these interactions in the context of prematurity remain underexplored. This study aims to explore the effects of shared reading on mother-preterm infant synchrony. A single-center pre-post study will be conducted at Amiens University Hospital, involving 20 preterm infants (at birth between 25 and 33 GW and at inclusion between 34 and 36 GW) and their mothers. Synchrony will be assessed at multiple levels-hormonal, physiological, behavioral, and psychological-during interactive and non-interactive periods. We hypothesize that shared reading sessions enhance physiological synchrony during interactive periods compared with non-interactive periods. Additionally, we expect post-intervention increases in oxytocin and vasopressin levels, with greater behavioral synchrony during reading sessions. Psychological synchrony will be determined through correlations between empathic moments identified by observers and increased physiological and behavioral synchrony. The findings could inform neonatal care practices, emphasizing the importance of early targeted interventions to enhance parent-infant bonding and improve developmental outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.015 |
| Meta-epidemiology (narrow) | 0.003 | 0.003 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.032 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".