Caregiver Response Styles and Infant Attention: Relations to Language Development

照顾者的反应方式和婴儿注意力：与语言发展的关系

• 批准号: 9180404
• 负责人: Julie J Gros-Louis
• 金额: $ 14.26万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9180404
• 关键词: Affect; Age-Months; Attention; Behavior; Caregivers; Child; Child Rearing; Cochlear Implants; Comprehension; Development; Ensure; Equipment and supply inventories; Exploratory Behavior; Eye; Fathers; Frequencies; Future; Growth; Head; Individual Differences; Infant; Infant Behavior; Intervention; Language; Language Delays; Language Development; Learning; Length; Link; Measures; Mediating; Methods; Mothers; Outcome; Outcomes Research; Parents; Process; Programming Languages; Reporting; Research; Risk; Siblings; Social Interaction; System; Time; Variant; Visual; Visual attention; Vocabulary; autism spectrum disorder; behavior change; dynamic system; intervention program; language comprehension; language processing; new technology; novel; programs; response; skills; socioeconomics; success; sustained attention; visual learning; word learning

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.

项目摘要 所有典型的发育中的婴儿都会发展语言，但不同年龄的婴儿之间存在显著的差异 不同的词汇发展背景早在婴儿一岁时就开始了。先前的研究已经 记录输入和照顾者-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。一个明确确立的 研究发现，照顾者的反应对语言结果有影响。具体地说，敏感 反应性(即，跟随婴儿的注意力焦点)促进发育，而重定向 响应性对发展有负面影响；然而，最近的一项研究发现，重定向反应 如果反应在重定向婴儿方面成功，则与语言发展呈正相关 请注意。因此，需要确定婴儿的注意行为在这一时刻如何变化。 对不同的照顾者反应风格的反应，并将这些直接影响与单词学习和 语言结果。因此，这项研究的长期目标是揭示潜在的过程 护理者的反应和语言发展之间的联系，这一点很重要，需要确定 可能的干预措施，可以支持所有婴儿强健的语言发展。的具体目标 这项研究的目的是：1)确定母亲和父亲对婴儿视觉注意的实时变化 互动和反应风格；以及2)将婴儿在社交互动中的视觉注意力与单词学习联系起来 和语言发展。这项研究将评估视觉注意是否调节了这种联系 照顾者的反应和语言结果之间的关系。 对于特定的目标1，这项研究将利用新技术--头盔眼球追踪器。 当婴儿戴着头时，照顾者和婴儿将在实验室中进行自由玩耍互动- 安装式眼睛跟踪器。父母对婴儿有声和无声反应的实验操作 探索性行为将阐明敏感反应与重定向反应对婴儿实时反应的影响 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个月和18个月龄时进行评估。反应类型、婴儿视觉注意与儿童心理健康的关系 本课程将探索词汇。这项研究的一个重要成果是将照顾者的反应性和 幼儿对词汇发展变化的视觉注意有助于理解个体 语言发展的差异。此外，通过确定符合以下条件的特定照顾者行为 与婴儿的视觉注意和学习相关的将有助于描述婴儿照顾者系统的特征， 推动积极的结果。因此，结果将有助于发展干预和养育子女 为有语言延迟风险的婴儿提供方案，例如来自社会经济水平较低的婴儿 背景、植入人工耳蜗的婴儿和有自闭症谱系障碍兄弟姐妹的婴儿。