在自然的母婴互动中,θ 功率与婴儿的物体编码有关。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Christine Michel, Daniel Matthes, Stefanie Hoehl
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引用次数: 0

摘要

本研究调查了婴儿在自然的母婴互动过程中对母亲矫情信号的神经和行为反应及其对物体编码的影响。母亲让9至10个月大的婴儿(N = 35,17名女性,主要为白人,数据收集时间:2018-2019年)熟悉物体,并在有或没有相互凝视、婴儿引导的言语和呼唤婴儿名字的情况下进行。密集信号将婴儿的注意力集中在物体和母亲身上。与非社交静息阶段相比,婴儿在互动过程中θ活动同步,α活动不同步(Cohen' d:0.49-0.75)。然而,它们的振幅与母体的ostensive信号无关。ostensive信号并不能促进物体编码。然而,婴儿在编码期间较高的θ功率预示着较好的后续物体识别能力。研究结果加强了θ波段功率在早期学习过程中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Theta power relates to infant object encoding in naturalistic mother-infant interactions

Theta power relates to infant object encoding in naturalistic mother-infant interactions

This study investigates infants' neural and behavioral responses to maternal ostensive signals during naturalistic mother-infant interactions and their effects on object encoding. Mothers familiarized their 9- to 10-month-olds (N = 35, 17 females, mainly White, data collection: 2018–2019) with objects with or without mutual gaze, infant-directed speech, and calling the infant's name. Ostensive signals focused infants' attention on objects and their mothers. Infant theta activity synchronized and alpha activity desynchronized during interactions compared to a nonsocial resting phase (Cohen' d: 0.49–0.75). Yet, their amplitudes were unrelated to maternal ostensive signals. Ostensive signals did not facilitate object encoding. However, higher infant theta power during encoding predicted better subsequent object recognition. Results strengthen the role of theta-band power for early learning processes.

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来源期刊
Child development
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.
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