Attrition in a large-scale habituation task administered at home.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Maximilian Seitz, Dave Möwisch, Manja Attig
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引用次数: 0

Abstract

Infant research often struggles with selective samples, especially when focusing on behavioural measures, such as those drawn from habituation tasks. However, selectivity may threaten the generalizability and interpretation of results, which is why the current study investigates attrition in a habituation task administered in a household setting in 7-month-old infants. We used a large-scale German dataset, focusing on the children's socioeconomic background, and investigated two aspects of attrition, namely, participation and task completion. The findings suggest significant effects of the children's socioeconomic background on attrition: Maternal education, parental occupation, household income and household language (German vs. other) were positively related to participation and task completion. The analyses indicate that multiple barriers may prevent parents from lower socioeconomic backgrounds from letting their children participate. The study concludes with a critical discussion of possible mechanisms of selectivity in behavioural measures as well as the household setting, in which the data were collected.

在家中进行的大规模习惯性任务中的损耗。
婴儿研究往往难以选择样本,尤其是在关注行为测量时,例如从习惯化任务中提取的样本。然而,选择性可能会对结果的普遍性和解释造成威胁,这就是本研究调查 7 个月大婴儿在家庭环境中进行习惯化任务时自然减员的原因。我们使用了一个大规模的德国数据集,重点研究了儿童的社会经济背景,并调查了减员的两个方面,即参与度和任务完成度。研究结果表明,儿童的社会经济背景对流失有明显影响:母亲教育程度、父母职业、家庭收入和家庭语言(德语与其他语言)与参与度和任务完成度呈正相关。分析表明,多重障碍可能会阻碍社会经济背景较差的父母让其子女参与。研究最后对行为测量中可能存在的选择性机制以及收集数据的家庭环境进行了批判性讨论。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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