Maternal Sensitivity and the Learning-Promoting Effects of Depressed and Nondepressed Mothers' Infant-Directed Speech

Autor/inn/en	Kaplan, Peter S.; Burgess, Aaron P.; Sliter, Jessica K.; Moreno, Amanda J.
Titel	Maternal Sensitivity and the Learning-Promoting Effects of Depressed and Nondepressed Mothers' Infant-Directed Speech
Quelle	In: Infancy, 14 (2009) 2, S.143-161 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-0008
Schlagwörter	Mothers; Infants; Depression (Psychology); Parent Child Relationship; Interaction; Speech Communication; Interpersonal Relationship; Predictor Variables; Learning; Attention; Models + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prädiktor; Lernen; Aufmerksamkeit; Analogiemodell
Abstract	The hypothesis that aspects of current mother-infant interactions predict an infant's response to maternal infant-directed speech (IDS) was tested. Relative to infants of nondepressed mothers, those of depressed mothers acquired weaker voice-face associations in response to their own mothers' IDS in a conditioned-attention paradigm, although this was partially attributable to demographic differences between the 2 groups. The extent of fundamental frequency modulation (deltaF[subscript 0]) in maternal IDS was smaller for infants of depressed than nondepressed mothers, but did not predict infant learning. However, Emotional Availability Scale ratings of maternal sensitivity, coded from videotapes of mothers and infants engaged in a brief play interaction, were significant predictors of infant learning, even after maternal depression, its demographic correlates, and antidepressant medication use had been taken into account. These findings are consistent with a role for experience-dependent processes in determining the effects of IDS on infant learning. (Contains 5 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10