Infant and Parent Shared Book Reading

Study Results

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Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

146 participants

Study Classification

INTERVENTIONAL

Study Start Date

2022-02-08

Study Completion Date

2023-12-14

Brief Summary

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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. This work determined 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. During infant-parent shared book reading joint attention was measured using dual eye-tracking. Infants and parents then returned to the lab the next day and infant selective attention and infant-parent neural synchrony was measured using EEG.

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Detailed Description

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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 primary 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 aim of this project, a cross-sectional sample of 6-, 9-, and 12-month old infants and their parents came 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 was measured using dual eye-tracking. Infants and parents then returned to the lab the next day and infant selective attention and infant-parent neural synchrony was measured using EEG frequency tagging while infants and their parent viewed familiar characters across labeling conditions as well as unfamiliar characters. This project determined the extent to which parent-infant shared book reading impacted infant attention, parent-infant joint attention, EEG power, and parent-infant EEG synchrony.

Conditions

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Individual, Category, and No-label Conditions

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

PARALLEL

There were three age groups tested, but all infant-parent dyads were tested on the same conditions and measures.

Primary Study Purpose

BASIC_SCIENCE

Blinding Strategy

NONE

Study Groups

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6 month olds

6-month old infants and a parent completed shared book reading and infant visual attention, joint visual attention (dyad, co-occurrence of parent and infant attention toward the book), infant EEG power, and infant-parent EEG coherence were measured in for objects labeled with individual level names, category-level names, and no label. All infant-parent dyads completed all three conditions.

Group Type ACTIVE_COMPARATOR