Parent-infant learning dynamics during early shared book reading

项目摘要 研究发现，共同阅读对语言、社会情感和 认知发展然而，儿童共读阅读对幼儿发展的影响并不明显 明白尽管医疗保健专业人士和教育工作者要求父母尽早给婴儿读书， 通常，在婴儿期，阅读经验本身从未被系统地研究过。这项工作 由两个具体目标指导，预计将导致更好地了解共享的有效性， 阅读作为一种工具，支持父母与婴儿的互动和婴儿在生命的第一年学习。 这项研究的第一个目的是确定婴儿和父母的视觉注意力 在共享书籍阅读过程中的耦合稍后预测：a）婴儿选择性注意和B）婴儿和父母的神经 偶合器.拟议工作的第二个目的是确定在多大程度上， 字符（例如，“Boris”，“Fiona”）增加了亲子联合注意和婴儿选择性注意，相对于 具有通用标签的书籍（例如，“熊”，“熊”）或没有标签，以及注意力是否因年龄而异。解决 本项目的目的是，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， 实验室和阅读一本书，其中包括三个不同的字符标记条件（个人姓名， 通用类别标签，无标签）。在婴儿-父母共享书籍阅读期间，将测量联合注意力 使用双眼动追踪然后婴儿和父母会在第二天回到实验室，对婴儿进行选择性的关注 婴儿和父母的神经同步性将使用EEG频率标记来测量， 查看标签条件中的熟悉字符以及不熟悉字符。如果提议的目标 研究完成后，我们将确定父母-婴儿联合注意力促使 随后在6个月、9个月和12个月大的婴儿中对书本内容进行选择性加工。这项研究也将是 第一个在实验任务中记录婴儿和父母的双重高密度EEG，并使用神经同步作为 一个结果测量。双重眼动追踪和脑电图的发现将使我们更好地理解二元 婴儿和父母之间的互动。最后，我们希望这项调查将显示早期的好处， 共同阅读阅读以促进婴儿的发展。我们的长期目标是利用这些数据来支持纳入 在针对那些有不良健康结果风险的人的早期预防计划中早期分享阅读书籍，或 发育障碍

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.