Parent-infant learning dynamics during early shared book reading

早期共享书籍阅读期间的亲子学习动态

• 批准号: 10039915
• 负责人: Andreas Keil
• 金额: $ 22.88万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-07 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10039915
• 关键词: 1 year old; Address; Age; Age-Months; Attention; Books; Brain; Categories; Coupling; Data; Development; Developmental Disabilities; Effectiveness; Electroencephalography; Emotional; Exhibits; Face; Family; Foundational Skills; Frequencies; Future; Goals; Health; Health Professional; Individual; Infant; Infant Development; Investigation; Label; Laboratories; Language; Language Development; Learning; Life; Measures; Methodology; Methods; Names; Outcome; Outcome Measure; Parents; Perceptual learning; Prevention program; Reading; Research; Risk; Sampling; Stimulus; Testing; Ursidae Family; Visual; Visual attention; Work; age difference; cognitive ability; cognitive development; density; dyadic interaction; experience; indexing; infancy; joint attention; parental role; relating to nervous system; response; selective attention; social learning; support tools; visual tracking

PROJECT SUMMARY Shared book reading has been found to have broad developmental benefits for language, socio-emotional and cognitive development. However, the effects of shared book reading on infant development are not well understood. Although healthcare professionals and educators ask parents to read books to their infants early and often, the book reading experience itself has never been systematically investigated in infancy. This work is guided by two specific aims and is expected to result in a better understanding of the effectiveness of shared book reading as a tool for supporting parent-infant interactions and infant learning across the first year of life. The first aim of the proposed research is to determine the extent to which infant and parent visual attentional coupling during shared book reading predicts later: a) infant selective attention and b) infant and parent neural coupling. The second aim of the proposed work is to determine the extent to which books with individually-named characters (e.g., “Boris”, “Fiona”) increases parent-infant joint attention and infant selective attention relative to books with generic labels (e.g., “Bear”, “Bear”) or no labels and whether attention differs by age. To address the aims of this project, a cross-sectional sample of 6-, 9-, and 12-month old infants and their parents will come to the laboratory and read a book that includes three distinct character labeling conditions (individual names, generic category labels, no label). During infant-parent shared book reading joint attention will be measured using dual eye-tracking. Infants and parents will then return to the lab the next day and infant selective attention and infant-parent neural synchrony will be measured using EEG frequency tagging while infants and their parent view familiar characters across labeling conditions as well as unfamiliar characters. If the aims of the proposed research are achieved, we will have determined the extent to which parent-infant joint attention prompts subsequent selective processing of book content in 6-, 9-, and 12-month old infants. This study will also be the first to record dual infant and parent high density EEG during an experimental task and use neural synchrony as an outcome measure. The dual eye-tracking and EEG findings will allow for a better understanding of dyadic interactions between infants and parents. Finally, we expect that this investigation will show benefits of early shared book reading for infant development. Our long term goal is to use this data to support the inclusion of early shared book reading in early prevention programs targeting those at risk for poor health outcomes or developmental disabilities.

项目总结 研究发现，分享阅读对语言、社会情感和 认知发展。然而，共享阅读对婴儿发展的影响并不理想 明白了。尽管医疗保健专业人员和教育工作者要求父母早点给他们的婴儿读书 而且，通常情况下，阅读经验本身在婴儿期从未被系统地调查过。这部作品 以两个具体目标为指导，预计将导致更好地理解共享的有效性 将读书作为支持亲子互动和婴儿在出生第一年期间学习的工具。 这项拟议的研究的第一个目标是确定婴儿和父母的视觉注意程度 共享阅读期间的耦合预测：a)婴儿选择性注意和b)婴儿和父母的神经 耦合。拟议工作的第二个目标是确定图书在多大程度上以个人名义命名 字符(例如，“Boris”、“Fiona”)增加了亲子共同注意和婴儿选择性注意 有通用标签的书(如“熊”、“熊”)或没有标签的书，以及注意力是否因年龄而不同。要解决这个问题 该项目的目标是，对6个月、9个月和12个月大的婴儿及其父母进行横断面抽样 并阅读一本包括三个不同的字符标签条件(个人姓名， 通用类别标签，无标签)。在婴幼儿-父母分享阅读过程中，将测量共同注意力 使用双眼跟踪。第二天，婴儿和父母将返回实验室，婴儿将选择性地注意 而婴儿和父母的神经同步性将使用脑电频率标记来测量 查看标签条件中熟悉的字符和不熟悉的字符。如果提议的目标是 研究完成后，我们将确定父母和婴儿共同注意的程度 随后对6个月、9个月和12个月大的婴儿的书籍内容进行选择性加工。这项研究也将是 首次在实验任务中记录双婴儿和双亲的高密度脑电，并使用神经同步性作为 一种结果衡量标准。眼球跟踪和脑电的双重发现将有助于更好地理解二元性 婴儿与父母之间的互动。最后，我们预计这项调查将显示出及早 为婴幼儿发展共享阅读书籍。我们的长期目标是使用这些数据来支持将 早期预防计划中的早期共享读书，目标是那些健康结果不佳或 发育障碍。