Caregiver Response Styles and Infant Attention: Relations to Language Development

项目摘要 所有发育正常的婴儿都能发展语言，但不同年龄段的婴儿之间存在显著差异。 不同背景的词汇增长早在婴儿的第一年就开始了。先前的研究 记录了输入和幼儿-婴儿社会互动对语言发展的重要性; 然而，支持发展变化的具体机制尚不清楚。一个明确建立的 结果发现，照顾者的反应性对语言结果有影响。具体来说，敏感 响应性（即，跟随婴儿的注意力集中）促进发展，而重定向 反应消极影响发展;然而，最近的一项研究发现， 与语言发展呈正相关，如果反应成功地重新定向婴儿的 关注因此，需要确定婴儿的注意力行为在这一时刻是如何变化的， 反应不同的照顾者的反应风格，并将这些直接影响，以文字学习， 语言成果。因此，这项研究的长期目标是揭示 照顾者的反应和语言发展之间的联系，这是很重要的，以确定 可能的干预措施可以支持所有婴儿的语言发展。的具体目标 本研究的目的是：1）确定婴儿视觉注意的实时变化，作为母亲和父亲的结果， 互动和反应风格; 2）在社会互动中将婴儿的视觉注意力与单词学习联系起来 和语言发展。本研究将评估视觉注意是否介导了这种关联 照顾者的反应和语言效果之间的关系。 对于具体目标1，该研究将利用新技术，头戴式眼动仪。 看护者和婴儿将在实验室里进行自由游戏互动，而婴儿则戴着一个头- 眼动追踪器父母对婴儿发声和非发声反应的实验操作 探索行为将阐明敏感反应与重定向反应对婴儿实时感知的影响。 婴儿10个月大时的视觉注意力。对于具体目标2，单词学习和语言将是 在14和18个月大时进行评估。反应类型、婴儿视觉注意力和 词汇将被探索。这项研究的一个重要成果是， 婴儿对词汇增长变化的视觉注意有助于理解个体 语言发展的差异。此外，通过确定特定的照顾者行为， 与婴儿的视觉注意力和学习相关的研究将有助于描述婴儿-看护者系统的特征， 推动积极的结果。因此，研究结果将有助于发展干预和养育 为有语言发育迟缓风险的婴儿提供的计划，例如来自低社会经济地位的婴儿， 背景，植入人工耳蜗的婴儿，以及有自闭症谱系障碍兄弟姐妹的婴儿。

Project Summary All typically developing infants develop language, yet significant disparities exist across infants of different backgrounds in vocabulary growth starting as early as infants' first year. Prior research has documented the importance of input and caregiver-infant social interactions for language development; however, the specific mechanisms that support developmental change are unclear. One clearly established finding is that caregiver responsiveness has effects on language outcomes. Specifically, sensitive responsiveness (i.e., following in to infants' attentional focus) facilitates development, whereas redirective responsiveness negatively impacts development; however, a recent study found that redirective responses were positively associated with language development if the response was successful in re-orienting infants' attention. Thus, it needs to be determined how infants' attentional behavior changes in the moment in response to different caregiver response styles and relate these immediate effects to word learning and language outcomes. Therefore, the long-term objective of the study is to uncover processes underlying the association between caregiver responses and language development, which is important to identify possible interventions that can support robust language development in all infants. The specific aims of this study are to: 1) determine real-time changes in infant visual attention as a result of mothers' and fathers' interactive and response styles; and 2) link infant visual attention during social interactions to word learning and language development. This study will evaluate whether visual attention mediates the association between caregiver responses and language outcomes. For Specific Aim 1, the study will make use of novel technology, head-mounted eye-trackers. Caregivers and infants will engage in freeplay interactions in the lab while infants are wearing a head- mounted eye-tracker. Experimental manipulation of parents' responses to infant vocal and nonvocal exploratory behavior will elucidate the effects of sensitive vs. redirective responses on infants' real-time visual attention when infants are 10 months of age. For Specific Aim 2, word learning and language will be assessed at 14 and 18 months of age. The relationship between response types, infant visual attention, and vocabulary will be explored. An important outcome of the research linking caregivers' responsiveness and infants' visual attention to variation in vocabulary growth will contribute to understanding individual differences in language development. Furthermore, by determining specific caregiver behaviors that are associated with infants' visual attention and learning will help characterize the infant-caregiver system that drives positive outcomes. Therefore, results will contribute to developing intervention and parenting programs for infants who are at risk for language delays, such as infants from low socioeconomic backgrounds, infants with cochlear implants, and infants with siblings with autism spectrum disorder.