國立虎尾科技大學 |

Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months : = Associations With Children's Language Skills at 18, 24, and 30 Months.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months :/
其他題名:	Associations With Children's Language Skills at 18, 24, and 30 Months.
Author:	Chen, Yu Tina.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798380578639

Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months : = Associations With Children's Language Skills at 18, 24, and 30 Months.
Chen, Yu Tina.

Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months :Associations With Children's Language Skills at 18, 24, and 30 Months. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2023.

Includes bibliographical references

Infants learn language through the back-and-forth interactions with their parents where they "serve" by vocalizing, gesturing, or looking and parents "return" in a temporally and semantically contingent way. My dissertation focuses on these "serve and return" (SR) interactions between 9-month-old infants and their mothers and fathers (n = 296 parents and 148 infants) from ethnically and socioeconomically diverse backgrounds by examining the variability in SR interactions explained by maternal and paternal psychological distress, the association between SR interactions and children's language skills at 18, 24, and 30 months, and the moderation effect of maternal and paternal SR interactions on language outcomes. Psychological distress was indicated by parent-reported depressive symptoms, parenting stress, and role overload, and SR interactions were transcribed and coded from video-taped parent-child toy play activities during home visits. I report three major findings. First, neither maternal nor paternal psychological distress was significantly associated with and SR interactions at 9 months, controlling for demographic factors. Second, fathers who responded to their child's serves more promptly and mothers who provided more semantically relevant responses had children with higher receptive and expressive language skills, respectively, at 18 and 30 months. Third, fathers' semantically relevant responses were negatively associated with children's receptive language skills at 24 months; however, this main effect was moderated by mothers' semantically relevant responses. Understanding how mothers and fathers engage in temporally and semantically contingent social interactions with their children during the first year, especially among families from diverse backgrounds, would enable programs and policies to more effectively promote early language development and reduce gaps in school readiness.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380578639Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

Diverse backgroundsIndex Terms--Genre/Form:

554714
Electronic books.

Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months : = Associations With Children's Language Skills at 18, 24, and 30 Months.
LDR:03416ntm a22004097 4500 001 1142816
005 20240429063841.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380578639
035 $a (MiAaPQ)AAI30530564
035 $a AAI30530564
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Chen, Yu Tina. $3 1467273
245 1 0 $a Mother-Child and Father-Child "Serve and Return" Interactions at 9 Months : $b Associations With Children's Language Skills at 18, 24, and 30 Months.
264 0 $c 2023
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Cabrera, Natasha.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2023.
504 $a Includes bibliographical references
520 $a Infants learn language through the back-and-forth interactions with their parents where they "serve" by vocalizing, gesturing, or looking and parents "return" in a temporally and semantically contingent way. My dissertation focuses on these "serve and return" (SR) interactions between 9-month-old infants and their mothers and fathers (n = 296 parents and 148 infants) from ethnically and socioeconomically diverse backgrounds by examining the variability in SR interactions explained by maternal and paternal psychological distress, the association between SR interactions and children's language skills at 18, 24, and 30 months, and the moderation effect of maternal and paternal SR interactions on language outcomes. Psychological distress was indicated by parent-reported depressive symptoms, parenting stress, and role overload, and SR interactions were transcribed and coded from video-taped parent-child toy play activities during home visits. I report three major findings. First, neither maternal nor paternal psychological distress was significantly associated with and SR interactions at 9 months, controlling for demographic factors. Second, fathers who responded to their child's serves more promptly and mothers who provided more semantically relevant responses had children with higher receptive and expressive language skills, respectively, at 18 and 30 months. Third, fathers' semantically relevant responses were negatively associated with children's receptive language skills at 24 months; however, this main effect was moderated by mothers' semantically relevant responses. Understanding how mothers and fathers engage in temporally and semantically contingent social interactions with their children during the first year, especially among families from diverse backgrounds, would enable programs and policies to more effectively promote early language development and reduce gaps in school readiness.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Mental health. $3 564038
650 4 $a Early childhood education. $3 557157
653 $a Diverse backgrounds
653 $a Fathers
653 $a Infants
653 $a Language development
653 $a Parent-child interactions
653 $a Serve and return
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
690 $a 0347
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Human Development. $3 1467274
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30530564 $z click for full text (PQDT)