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. 2011 Jul 27;6(7):e22393. doi: 10.1371/journal.pone.0022393

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Saint-Georges et al.

This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.

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Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S = Semester; See Table 1 for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001). The red color indicates a significant difference when compared with TD: behavior in red color means that it differs in a group comparison (inside a given semester); arrow in red color means that the progression over time differs from that of the TD children (meaning the arrow has not the same direction). Significant p values are given in the text.

Inline graphic — Top: Care-Givers towards Babies/Down: Babies towards Care-Givers. S = Semester; See Table 1 for a brief description of cited infant's or care-giver's behaviors and meta-behaviors. In brackets: % of this behavior inside the whole interactions of the group in the semester. The arrow indicates behaviors that significantly grow () or decrease () compared with the previous semester (*p<0.05; **p<0.01; ***p<0.001). The red color indicates a significant difference when compared with TD: behavior in red color means that it differs in a group comparison (inside a given semester); arrow in red color means that the progression over time differs from that of the TD children (meaning the arrow has not the same direction). Significant p values are given in the text.