Maternal depression and the learning-promoting effects of infant-directed speech: Roles of maternal sensitivity, depression diagnosis, and speech acoustic cues
Maternal depression and the learning-promoting effects of infant-directed speech: Roles of maternal sensitivity, depression diagnosis, and speech acoustic cues
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DOI：
10.1016/j.infbeh.2015.06.011
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发表时间：
2015-11-01
影响因子：
2.1
通讯作者：
Everhart, Kevin D.
中科院分区：
文献类型：
--
作者：
Kaplan, Peter S.;Danko, Christina M.;Everhart, Kevin D.
本研究以4 ~ 14个月大的婴儿为研究对象，采用条件注意范式，对婴儿定向言语（IDS）的联想学习促进效应依赖于婴儿的社会经验这一假设进行了验证。经过6个简短的IDS段和一个微笑的女性面孔的照片幻灯片的前向配对，临床抑郁症的母亲的婴儿表现出的证据，已获得显着较弱的声音，面部协会比非抑郁症的母亲的婴儿。回归分析显示，产妇抑郁症显着相关的婴儿学习，即使在人口统计学相关的抑郁症，抗抑郁药物的使用，并在产妇IDS的音高调制程度已被考虑在内。然而，母亲抑郁症已占后，母亲的情绪可用性，编码的盲评分员从单独的游戏互动，占显着的进一步增量的比例方差占婴儿学习成绩。母亲抑郁和母亲不敏感的负面，和添加剂，预测学习差。(C)2015 Elsevier Inc. All rights reserved.
The hypothesis that the associative learning-promoting effects of infant-directed speech (IDS) depend on infants' social experience was tested in a conditioned-attention paradigm with a cumulative sample of 4- to 14-month-old infants. Following six forward pairings of a brief IDS segment and a photographic slide of a smiling female face, infants of clinically depressed mothers exhibited evidence of having acquired significantly weaker voice-face associations than infants of non-depressed mothers. Regression analyses revealed that maternal depression was significantly related to infant learning even after demographic correlates of depression, antidepressant medication use, and extent of pitch modulation in maternal IDS had been taken into account. However, after maternal depression had been accounted for, maternal emotional availability, coded by blind raters from separate play interactions, accounted for significant further increments in the proportion of variance accounted for in infant learning scores. Both maternal depression and maternal insensitivity negatively, and additively, predicted poor learning. (C) 2015 Elsevier Inc. All rights reserved.