Parental Linguistic Input and Its Relation to Toddlers' Visual Attention in Joint Object Play: A Comparison Between Children with Normal Hearing and Children With Hearing Loss
Parental Linguistic Input and Its Relation to Toddlers' Visual Attention in Joint Object Play: A Comparison Between Children with Normal Hearing and Children With Hearing Loss
复制标题
DOI：
10.1111/infa.12291
复制
发表时间：
2019-07-01
期刊：
影响因子：
2.6
通讯作者：
Houston, Derek M.
中科院分区：
文献类型：
--
作者：
Chen, Chi-hsin;Castellanos, Irina;Houston, Derek M.
亲子互动是多模态的，通常涉及两个合作伙伴之间协调的视觉和听觉信息交流。目前的工作集中在儿童的听力损失的影响，亲子互动时，父母和他们的幼儿共同玩一套玩具对象。我们比较了听力损失（HL）幼儿和他们的实足年龄匹配（CA）和听力年龄匹配（HA）正常听力同龄人接受的语言输入。此外，我们使用头戴式眼动仪来研究不同的父母的语言输入如何影响儿童的视觉注意的对象时，父母或引导或跟随儿童的注意力在联合对象游戏。总体而言，HL儿童的父母提供了相当数量的语言输入的两个正常听力组的父母。然而，HL儿童的父母产生的语言输入类型在某些方面与CA组相似，在其他方面与HA组相似。有趣的是，不同类型的语言输入对HL儿童的注意力扩展的影响与CA组中看到的模式定性相似，尽管HL组的影响不太明显。我们讨论了这些结果对我们理解亲子互动的互惠性，动态性和多因素性的影响。
Parent-child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent-child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss (HL) and their chronological age-matched (CA) and hearing age-matched (HA) normal-hearing peers. Moreover, we used head-mounted eye trackers to examine how different parental linguistic input affected children's visual attention on objects when parents either led or followed children's attention during joint object play. Overall, parents of children with HL provided comparable amount of linguistic input as parents of the two normal-hearing groups. However, the types of linguistic input produced by parents of children with HL were similar to the CA group in some ways and similar to the HA group in other ways. Interestingly, the effects of different types of linguistic input on extending the attention of children with HL qualitatively resembled the patterns seen in the CA group, even though the effects were less pronounced in the HL group. We discuss the implications of these results for our understanding of the reciprocal, dynamic, and multi-factored nature of parent-child interactions.