Sensorimotor Dynamics of Parent-Child Interactions Build Word Learning Skills

亲子互动的感觉运动动力学培养单词学习技能

• 批准号: 8845221
• 负责人: Chen Yu
• 金额: $ 31.56万
• 依托单位: TRUSTEES OF INDIANA UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-10 至 2016-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8845221
• 关键词: Age-Months; Attention; Behavior; Behavioral; Belief; Caregivers; Cereals; Characteristics; Child; Child Development; Code; Cognitive; Communication; Complex; Coupling; Cues; Data; Dependency; Development; Developmental Process; Early Diagnosis; Educational process of instructing; Environment; Event; Eye; Fostering; Foundations; Goals; Growth; Health; Individual Differences; Intervention; Label; Language; Language Development; Lead; Learning; Linguistics; Link; Literature; Measures; Methods; Names; Outcome; Parent-Child Relations; Parents; Pathway interactions; Pattern; Persons; Play; Process; Property; Research; Research Personnel; Role; Signal Transduction; Social Development; Social Interaction; Stream; Testing; Therapeutic Intervention; Time; Toddler; Toy; Training; Vocabulary; Work; base; behavior measurement; design; gaze; insight; novel; research study; skills; skills training; social; social communication; word learning

DESCRIPTION (provided by applicant): Everyday social activities such as toy play with parents are the context for learning as it unfolds in real time. A well coordinated child-caregiver interaction seems likely to lead to better learning while a decoupled or non-coordinated interaction may disrupt learning and development. Both parent and child play an active role in early communication and word learning as children "signals" their choices of communication and also determine what environmental information is most relevant to their own developmental needs, and as parents react to those signals in a sensitive manner and provide relevant information to ease the challenge of children's matching linguistic symbols to their referents. The goal of the proposed research is to achieve a deeper understanding of the sensorimotor basis of early social coordination and its potentially critical roles in later language learning an other development milestones. Toward this goal, the proposed research has three key components: 1) a set of longitudinal and cross-sectional experiments will collect multiple streams of sensorimotor data from child-parent toy play to discover fine-grained patterns characteristic of early developmental changes in child-parent social interactions which will provide new evidence on the developmental origins of these skills; 2) we will link sensorimotor dynamics in child-parent interaction with standardized, highly reliable behavioral measures that have been widely used, with the goal to understand how children's moment-to-moment social interactions with social partners may build generalizable word learning skills; 3) we will link social coordination in toy play with parental responsiveness and individual differences in development milestones, which will provide deeper insights into the consequential and longer-term role of early parent-child interactions in developmental process.

描述（由申请人提供）：日常社交活动，如与父母一起玩玩具，是学习的背景，因为它在真实的时间中展开。一个协调良好的儿童照顾者 互动似乎可能导致更好的学习，而分离或不协调的互动可能会破坏学习和发展。父母和孩子都在早期沟通和单词学习中发挥着积极的作用，因为孩子“信号”他们的沟通选择，并确定什么样的环境信息与他们自己的发展需求最相关，而父母则以敏感的方式对这些信号做出反应，并提供相关信息，以减轻孩子将语言符号与其所指对象相匹配的挑战。这项研究的目的是为了更深入地了解早期社会协调的感觉运动基础及其在以后语言学习和其他发展里程碑中的潜在关键作用。为此，本研究主要包括三个部分：1）通过纵向和横向实验，从亲子玩具游戏中收集多组感觉运动数据，揭示亲子社会互动早期发展变化的精细模式，为这些技能的发展起源提供新的证据; 2）我们将把儿童-父母互动中的感觉运动动力学与广泛使用的标准化、高度可靠的行为测量相联系，目的是了解儿童与社会伙伴的即时社会互动如何建立可推广的单词学习技能; 3）我们会把玩具游戏中的社会协调与父母的反应和发展里程碑的个体差异联系起来，从而更深入地了解早期亲子互动在发展过程中的重要和长期作用。