Technology and Parent-Child Interaction

项目摘要 博士Radesky是一位经过委员会认证的发育行为儿科医生， 关注幼儿期经历在塑造长期发展和 行为结果，特别是低收入儿童。她的研究探讨了数字媒体- 包括电视和智能手机等移动的设备-与早期父母的孩子互动 关系，既被塑造，塑造，养育行为和儿童的社会情感发展。 这个指导性的职业发展奖将使她能够学习评估父母的其他方法， 儿童互动和父母使用移动终端。她已经确定了一个全面的，跨学科的 密歇根大学儿科、健康行为和健康系的指导小组 教育学、精神病学、心理学、传播学和信息学，以及人类成长中心 和发展，提供方法和内容的专业知识，包括：朱莉Lumeng，医学博士;艾莉森米勒， 作者声明：作者声明：凯瑟琳Rosenblum，PhD.坎贝尔博士和马克纽曼博士。 这个导师和顾问团队将帮助指导她实现以下培训和职业目标： 1.发展亲子互动理论模型的工作知识 2.培养使用移动的设备收集使用数据和生态瞬时评估的技能 情绪状态 3.培养研究方法的技能，以评估亲子互动，包括： a）录像带中的亲子互动行为编码 B）语言环境分析（LENA）录音以测量父母与孩子的言语互动 4.学习评估亲子互动的独特统计分析技术 5.熟悉信息科学/人机交互领域，为未来提供信息 问题研究 幼儿健康的社会情感发展依赖于敏感、反应灵敏的亲子关系 互动，特别是在逆境中成长的孩子。使用屏幕媒体是一种非常普遍的行为 这可能是响应式亲子互动的可修改障碍。尽管在使用快速增加， 移动的设备（例如，智能手机和平板电脑），但缺乏研究 检查移动终端使用和父子交互之间的关联。本研究计划重点 测试一个概念模型，即父母和孩子的特征可以预测父母在家庭中如何使用移动的设备 活动，以及该设备使用的某些功能（特别是他们对它的情绪反应）预测 亲子互动的变化。该模型还考察了亲子关系中的时间偶然性 交互和移动终端使用，以帮助澄清方向性。这一概念模型将得到检验 三个具体目标： 目的1）检验父母抑郁症状、低亲职自我效能感、高亲职自我效能感的假设 压力、儿童困难气质和儿童情绪调节能力低下与高频率相关， 更长的持续时间，以及父母对父母移动终端使用的更负面的情绪反应。 目的2）检验父母负性情绪频率越高、持续时间越长、负性情绪越强的假设 对父母移动终端使用的响应与更少的父母-子女口头交流、更低的父母-子女互动、更少的父母-子女互动。 反应性，更多的亲子冲突，以及父母阅读儿童行为线索的能力较低。 目的3）确定父母与子女互动的变化（父母和子女的变化影响，语言 交流，父母的反应，亲子冲突，或父母阅读儿童行为线索的能力）发生在 或者在父母移动终端使用之后。 这些具体目标将在两个互补的群组中实施：A）296对低收入母子 参加了一项现有的队列研究，该研究使用先前收集的家庭用餐时间录像带，在此期间， 移动的设备被普遍使用;以及B）100个来自不同社会经济地位的父母-子女对 将使用基于连续移动的设备的被动跟踪4天数据收集的背景 感测父母的移动终端使用，与父母-孩子的同时音频记录相协调 使用语言环境分析（LENA）技术进行交互。 未来的影响：这项工作的结果将有助于建立一个关于家庭如何使用 新媒体以最健康的方式在他们的家庭中爆炸， 临床指南和未来的介入方法。

PROJECT SUMMARY Dr. Radesky is a board-certified Developmental Behavioral Pediatrician whose prior research and clinical work has focused on the importance of early childhood experiences in shaping long-term developmental and behavioral outcomes, particularly in low-income children. Her research has examined how digital media – including television and mobile devices such as smartphones – interacts with the early-parent child relationship, both being shaped by, and shaping, parenting behaviors and child social-emotional development. This mentored career development award will allow her to learn additional methodologies for assessing parent- child interaction and mobile device usage by parents. She has identified a comprehensive, trans-disciplinary mentoring team at the University of Michigan Departments of Pediatrics, Health Behavior and Health Education, Psychiatry, Psychology, Communications, and Informatics, as well as the Center for Human Growth and Development, to provide methodological and content expertise, including: Julie Lumeng, MD; Alison Miller, PhD; Katherine Rosenblum, PhD; Scott W. Campbell, PhD; and Mark Newman, PhD. This team of mentors and advisors will help guide her towards the following Training and Career Goals: 1. Develop working knowledge of theoretical models of parent-child interaction 2. Develop skills in using mobile devices to collect usage data and ecologic momentary assessment of parent emotional states 3. Develop skills in research methods to assess parent-child interaction, including: a) Behavioral coding of parent-child interaction from videotape b) Language Environment Analysis (LENA) audiorecording to measure parent-child verbal interaction 4. Learn statistical analytic techniques unique to assessing parent-child interaction 5. Develop familiarity with the field of information science/human-computer interaction to inform future studies. Healthy social-emotional development in young children relies on sensitive, responsive parent-child interactions, particularly in children growing up in adversity. Screen media use is a highly prevalent behavior that may be a modifiable barrier to responsive parent-child interactions. Despite rapid increases in the use of mobile devices (e.g., smartphones and tablets) by families with young children, there is a paucity of research examining associations between mobile device use and parent-child interactions. This research plan focuses on testing a conceptual model that parent and child traits predict how parents use mobile devices during family activities, and that certain features of this device use (particularly their emotional response to it) predict changes in parent-child interaction. This model also examines temporal contingencies in parent-child interaction and mobile device use, in order to help clarify directionality. This conceptual model will be tested through 3 Specific Aims: Aim 1) Test the hypotheses that parent depressive symptoms, lower parenting self-efficacy, higher parenting stress, and child difficult temperament and lower child emotion regulation are associated with higher frequency, longer duration, and more negative parent emotional response to parent mobile device use. Aim 2) Test the hypotheses that higher frequency, longer duration, and more negative parent emotional response to parent mobile device use are associated with less parent-child verbal exchange, lower parental responsivity, more parent-child conflict, and lower parent ability to read child behavioral cues. Aim 3) Determine whether changes in parent-child interaction (changes in parent and child affect, verbal exchange, parent responsivity, parent-child conflict, or parent ability to read child behavioral cues) occur before or after parent mobile device use. These Specific Aims will be carried out in two complementary cohorts: A) 296 low-income mother-child dyads enrolled in an existing cohort study with previously collected videotapes of home mealtimes, during which mobile devices are commonly used; and B) 100 parent-child dyads from a range of socioeconomic status backgrounds who will be followed for 4 days of data collection with continuous mobile device-based passive sensing of the parent's mobile device use, coordinated with simultaneous audiorecording of parent-child interaction using Language Environment Analysis (LENA) technology. Future Implications: The results from this work will contribute to an evidence base about how families can use the explosion of new media in their households in the healthiest ways possible, both through the formation of clinical guidelines and future interventional approaches.