Parent emotional support alters the association between parent–child interbrain synchrony and interaction quality

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2024-09-26 DOI:10.1111/cdev.14172

Jianjie Xu, Sihan Liu, Yuhao Zhu, Molly E. Hale, Qiandong Wang, Xinni Wang, Mengyu Miranda Gao, Hui Wang, Cynthia Suveg, Zhuo Rachel Han

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Abstract

Using functional near-infrared spectroscopy (fNIRS) hyperscanning methodology, this study investigated whether parent emotional support moderated the relation between parent–child interbrain synchrony and interaction quality (via behavioral observation and child-report), controlling for individual emotional distress. Eighty-eight parent–child dyads (96.6% Han ethnicity), including a school-age child between the ages of 6 and 11 (M_age = 8.07 years, SD = 1.16 years; 58.0% boys) and their parent (M_age = 39.03 years, SD = 3.54 years; 69.3% mothers), participated in a cooperative task during which brain activity was assessed. Cluster-based permutations indicated parent–child interbrain synchrony in the left and right temporoparietal junction (TPJ). Interbrain synchrony in the left TPJ positively related to parent–child interaction quality in the context of high parent emotional support, whereas the association was weaker and negative when parents demonstrated low emotional support. Findings suggest the emotional context of an interaction is critical when assessing interbrain synchrony.

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父母的情感支持会改变亲子脑间同步与互动质量之间的联系

本研究采用功能性近红外光谱（fNIRS）超扫描方法，调查了父母的情感支持是否调节了亲子脑间同步性与互动质量（通过行为观察和儿童报告）之间的关系，同时控制了个体情感困扰。88对亲子组合（96.6%为汉族），包括一名年龄在6至11岁之间的学龄儿童（平均年龄=8.07岁，平均年龄=1.16岁；58.0%为男孩）和他们的父母（平均年龄=39.03岁，平均年龄=3.54岁；69.3%为母亲），参与了一项合作任务，在此期间对大脑活动进行了评估。基于聚类的排列显示了亲子在左右颞顶交界处（TPJ）的脑间同步性。在父母情感支持较高的情况下，左侧 TPJ 的脑间同步性与亲子互动质量呈正相关；而在父母情感支持较低的情况下，这种关联则较弱，呈负相关。研究结果表明，在评估脑间同步性时，互动的情感背景至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.