SPECIFICITY OF MOTHER-INFANT INTERACTION

这个项目调查了内生和外生因素， 有助于发展认知能力和社会能力 儿童在生命的前四年。在孩子们长大之前 足以进入正式的社交学习环境，几乎所有他们的 体验直接源于他们与主教练的互动 照顾者。目前的研究集中在以下几个方面 母亲特征(年龄、就业状况、父母身份、 SES、产次以及在此期间经历的替代护理的类型 母亲的就业)影响观察到的养育之间的关系 一方面是儿童的认知和社会能力，另一方面是儿童的认知和社会能力。 在这项纵向研究中，受试者在5岁、20岁、 48个月大。5个月时，观察母婴之间的相互作用。 在20个月时，幼儿功能的测量(即游戏能力， 语言发展和社会适应)和母亲行为 (即玩耍和智商)都得到了。在48个月时，后续检查 不同儿童的能力(表征能力、问题 解决问题、推理能力、数学能力、语言运用和 话语和一般适应行为的选定方面)。

This project investigates endogenous and exogenous factors that contribute to the development of cognitive and social competencies in children during the first four years of life. Before children are old enough to enter formal social learning situations, nearly all of their experiences stem directly from interactions they have with their primary caregivers. The present study focuses on the extent to which several maternal characteristics (age, employment status, parenthood status, SES, parity, as well as type of substitute care experienced during mother's employment) influence observed relations between caregiving on the one hand and child cognitive and social competencies on the other. In this longitudinal study, subjects are visited when they are 5, 20, and 48 months old. At 5 months, mother-infant interaction is observed. At 20 months, measures of toddler functioning (i.e., play competence, language development, and social adaptation) and maternal behavior (i.e., play and I.Q.) are obtained. At 48 months, the follow-up examines diverse children's abilities (representational competence, problem solving, reasoning skills, mathematical ability, language use and discourse, and selected aspects of generally adaptive behavior).