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在典型发育的婴儿和患有脑的婴儿中,坐着和护理人员的语音输入

Kari S Kretch¹, Emily C Marcinowski², Natalie A Koziol³

¹Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, California, United States of America.

|May 23, 2025

概括

独立坐着支持语言发展,但对于运动障碍的婴儿来说,这种联系尚不清楚. 护理人员在婴儿坐着时标记了更多的物体,但在标记时婴儿的注意力并没有因位置而异.

科学领域:

发展心理学发展心理学
语言发展语言发展.
汽车发展汽车发展

背景情况:

独立坐是与语言发展相关的,但基本的学习机制仍然不清楚.
了解这种关系对于运动障碍和坐姿迟缓的婴儿至关重要.

研究的目的:

调查婴儿坐姿和护理人员言语之间的实时关联,特别是对象标签.
在典型发育的婴儿和脑的婴儿中探索这些关联.

主要方法:

视频录制5分钟的自由游戏课程与5-16个月龄的婴儿的护理人员.
护理人员语音的转录,对象标签的识别,以及在标签事件中对婴儿/护理人员注意力的编码.
典型发育的婴儿与脑麻的婴儿在类似的早期坐着发育阶段之间的比较.

主要成果:

与其他姿势相比,当婴儿坐着时,护理人员标记了更多的物体.
对象标签不太可能与婴儿在坐着时的注意力 (视觉,多式联络或协调) 一起发生.
与正常发育的婴儿相比,患有脑的婴儿收到的标签较少,在标签时的注意力也较小.

结论:

坐着可能会促进照顾者增加对象标签的机会.
仅仅是坐着的行为并不能保证对被标记的语言学习对象进行增强的注意力参与.
结果表明,在典型和非典型的发育中,坐着,照顾者输入和语言发展之间存在潜在的途径,突出了患有脑的婴儿之间的差异.

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