SPECIFICITY OF MOTHER-INFANT INTERACTION

该项目调查了 有助于认知和社会能力的发展， 在生命的前四年，孩子们。在孩子们长大之前 足以进入正式的社会学习环境，几乎所有的人都是如此。 经验直接源于他们与他们的主要 照顾者本研究的重点是在多大程度上， 母亲特征（年龄、就业状况、父母身份状况， 社会经济地位、产次以及 母亲的就业）的影响，观察到的关系， 一方面是儿童的认知能力和社会能力。 在这项纵向研究中，受试者在5岁、20岁、 48个月大。在5个月时，观察母婴互动。 在20个月时，测量幼儿功能（即，发挥能力， 语言发展和社会适应）和母性行为 (i.e.,游戏和智商）获得了48个月时，随访检查 不同儿童的能力（表征能力，问题 解决，推理能力，数学能力，语言使用和 话语，以及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).