Technology and Parent-Child Interaction

科技与亲子互动

• 批准号: 9371547
• 负责人: JENNY S RADESKY
• 金额: $ 16.71万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-04 至 2022-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9371547
• 关键词: Address; Affect; Age; American; Attention; Audiotape; Behavior; Behavioral; Behavioral Mechanisms; Caregivers; Cellular Phone; Child; Child Behavior; Child Rearing; Childhood; Clinical; Code; Cohort Studies; Communication; Conflict (Psychology); Cues; Data; Data Collection; Development; Devices; Doctor of Philosophy; Ecological momentary assessment; Emotional; Enrollment; Environment; Explosion; Familiarity; Family; Frequencies; Frustration; Future; Goals; Growth and Development function; Guidelines; Health behavior; Health education; Hearing; Home environment; Household; Human; Informatics; Information Sciences; Intervention; Intervention Studies; Interview; K-Series Research Career Programs; Knowledge; Language; Learning; Low income; Machine Learning; Measures; Mentors; Methodology; Methods; Michigan; Modeling; Mothers; Observational Study; Ownership; Parent-Child Relations; Parents; Provider; Psychiatry; Psychology; Research; Research Methodology; Self Efficacy; Services; Shapes; Socioeconomic Status; Speech; Statistical Data Interpretation; Stress; Tablets; Techniques; Technology; Television; Temperament; Testing; Theoretical model; Time; Training; Universities; Videotape; Work; aged; base; behavioral outcome; career; cohort; computer human interaction; depressive symptoms; design; digital media; early childhood; emotion regulation; evidence base; experience; handheld mobile device; high risk; improved; irritation; mobile computing; pediatric department; pediatrician; response; showing emotion; skills; social; technology development; theories; trait

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.

项目总结 拉德斯基博士是一名获得董事会认证的发育行为儿科医生，其先前的研究和临床工作 关注童年早期经历在塑造长期发展和发展中的重要性 行为结果，特别是在低收入儿童中。她的研究考察了数字媒体是如何- 包括电视和智能手机等移动设备--与早期父母的孩子互动 父母养育行为和孩子的社会-情感发展都在塑造和塑造着他们之间的关系。 这个有指导的职业发展奖将让她学习其他评估父母- 儿童互动和家长对移动设备的使用。她已经确定了一种全面的、跨学科的 密歇根大学儿科、健康行为和健康系指导小组 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 和开发，提供方法和内容方面的专业知识，包括：Julie Lumeng，MD；Alison Miller， 博士；凯瑟琳·罗森布鲁姆博士；斯科特·W·坎贝尔博士；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实用知识 2.培养使用移动设备收集使用数据和家长生态即时评估的技能 情绪状态 3.培养评估亲子互动的研究方法的技能，包括： A)来自录像带的亲子互动的行为编码 B)语言环境分析(Lena)录音，以衡量父母和孩子之间的言语互动 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 学习。 幼儿健康的社会情绪发展有赖于敏感、敏感的亲子关系 互动，特别是在逆境中成长的儿童。使用屏幕媒体是一种非常普遍的行为 这可能是反应迅速的亲子互动的一个可修改的障碍。尽管……的使用量迅速增加 对于有年幼子女的家庭使用移动设备(如智能手机和平板电脑)的情况，研究很少 研究移动设备使用和亲子互动之间的关联。这项研究计划的重点是 关于测试父母和孩子的特征预测父母在家庭中如何使用移动设备的概念模型 活动，以及这种设备使用某些特征(特别是他们对它的情感反应)可以预测 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 交互和移动设备使用，以帮助明确方向性。将对此概念模型进行测试 通过三个具体目标： 目的1)检验父母抑郁症状、父母教养方式自我效能感低、父母教养方式高的假设 压力、儿童难相处的气质和较低的儿童情绪调节与较高的频率有关， 持续时间越长，父母对父母使用移动设备的负面情绪反应越多。 目的2)检验以下假设：更高的频率、更长的持续时间和更负面的父母情绪 对父母使用移动设备的反应与较少的亲子言语交流、较低的父母 责任心，更多的亲子冲突，以及更低的父母阅读孩子行为线索的能力。 目的3)确定亲子互动的变化(父母和孩子的变化影响、言语 交换、父母责任、亲子冲突或父母读懂孩子行为线索的能力)之前 或在父母移动设备使用之后。 这些具体目标将在两个相辅相成的群体中实现：a)296个低收入母子二人组 参加了一项现有的队列研究，研究对象是之前收集的家庭用餐时间的录像带，在此期间 移动设备被普遍使用；和B)来自不同社会经济地位的100名亲子二人 将通过基于移动设备的持续被动跟踪进行为期4天的数据收集 感知父母的移动设备使用，与父母-孩子的同时录音协调 使用语言环境分析(Lena)技术进行交互。 未来影响：这项工作的结果将有助于为家庭如何使用 新媒体以尽可能健康的方式在他们的家庭中爆炸，既通过形成 临床指南和未来的干预方法。