Parent-toddler interactions during electronic versus print book reading

项目总结 共享阅读被认为可以促进儿童语言、识字技能和社交情感的发展 通过多种机制，包括亲子互动。随着电子书(e- 图书)的供应，越来越多的儿童阅读是在触摸屏平板电脑上进行的。 无论是屏幕上显示的图书还是具有交互增强功能的图书都能带来与印刷图书相同的好处 书籍是未知的，特别是对于需要父母广泛搭建脚手架才能理解 屏幕媒体的内容。平板电脑、电子书和其他移动设备高度吸收视觉注意力； 因此，如果儿童更习惯于阅读电子书，那么在阅读电子书的过程中，亲子互动可能会减少 电子书的显著特点比周围的社交线索，而孩子们可能也有更多的困难 与纸质书相比，正在远离电子书阅读。这项研究的具体目的是：(SA1)测试 假设父母对话言语的频率会更低，而父母对话的频率 阅读增强型电子书(包含互动功能)时，以技术为重点的表达能力更高 例如动画或声音)和基本电子书(没有任何交互元素)，而不是纸质书。 (SA2)检验这样一种假设，即亲子社交-情绪参与的频率(相互注视， 情感匹配和儿童发起的社交出价)在阅读增强版和基本版电子书时会更低 与纸质书相比。(SA3)测试(3a)幼儿将表现出更多行为失调的假设 与纸质书相比，从增强型和基本型电子书过渡时，(3b)将协调 AIM 1和AIM 2中的关联。这项研究将招募72名父母-幼儿二人组(24-36个月的儿童) 完成以实验室为基础的实验，平衡呈现电子书和纸质书。 在短暂的免费游戏后，将向DYADS赠送6本书，让他们一起阅读2分钟：2本印刷品 图书，2本基本电子书和2本增强电子书，都来自相同的2个作者和流派。书籍将会是 以平衡的顺序呈现，整个协议将被录像。视频将为家长进行编码 言语(对话相关和技术相关)，社交-情感参与(相互注视， 情感匹配，以及儿童发起的社交出价)，以及儿童行为失调(消极情绪，挑衅)。 重复测量方差分析将用于测试图书格式、对话或技术之间的关联- 相关的父母言语(目标1)，社会-情绪参与行为(目标2)，以及 过渡时期的行为失调(目标3a)。对于目标3b，我们将使用结构方程 建模(SEM)，以测试图书版式与父母言语和社交之间的关联 情绪投入完全或部分地通过行为失调来调节。

PROJECT SUMMARY Shared book reading is thought to promote child language, literacy skills, and social-emotional development through multiple mechanisms, including parent-child interaction. With the rapid increases in electronic book (e- book) availability, a growing amount of children's reading is taking place electronically on touch screen tablets. Whether books presented on a screen or with interactive enhancements confer the same benefits as print books is unknown, particularly for toddlers who require extensive scaffolding from parents to comprehend the content of screen media. Tablets, e-books, and other mobile devices are highly absorbing of visual attention; therefore reduced parent-child interaction may occur during e-book reading if children are more attuned to the salient features of the e-book than surrounding social cues, and children may also have more difficulty transitioning away from e-book reading compared to print books. This study's Specific Aims are to: (SA1) Test the hypothesis that the frequency of parent dialogic verbalizations will be lower and the frequency of technology-focused verbalizations higher when reading enhanced e-books (containing interactive features such as animation or sound) and basic e-books (without any interactive elements), compared to print books. (SA2) Test the hypothesis that the frequency of parent-child social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids) will be lower when reading enhanced and basic e-books compared to print books. (SA3) Test the hypotheses that (3a) toddlers will show more behavioral dysregulation when transitioning away from enhanced and basic e-books compared to print books, (3b) which will mediate associations in Aim 1 and Aim 2. The study will recruit 72 parent-toddler dyads (children aged 24-36 months) to complete a laboratory-based experiment with counterbalanced presentation of electronic and print books. After a brief free play period, dyads will be presented with 6 books to read together for 2 minutes each: 2 print books, 2 basic e-books, and 2 enhanced e-books, all from the same 2 authors and genres. Books will be presented in counterbalanced order and the entire protocol will be videotaped. Videos will be coded for parent verbalizations (dialogic-related and technology-related), social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids), and child behavior dysregulation (negative affect, defiance). Repeated measure ANOVA will be used to test associations between book format, dialogic or technology- related parent verbalizations (Aim 1), social-emotional engagement behaviors (Aim 2), and counts of behavioral dysregulation during transition periods (Aim 3a). For Aim 3b we will use Structural Equation Modeling (SEM) to test whether the associations between book format and parent verbalizations and social- emotional engagement are fully or partially mediated via behavior dysregulation.