The Pennsylvania State University, United States.
The Pennsylvania State University, United States.
Infant Behav Dev. 2020 Nov;61:101474. doi: 10.1016/j.infbeh.2020.101474. Epub 2020 Aug 4.
The present study examines how toddler emotions may influence their own or their parents' participation in parent-toddler verbal conversation. Limited, indirect evidence suggests that toddler positive emotions may encourage, whereas negative emotions may disrupt, parent-toddler verbal exchanges, but these hypotheses have not been tested directly. We investigated two aspects of toddler emotions- their emotion expressions and their emotional traits- and examined their relations with parent-toddler verbal conversation engagement. In a sample of families with 18-month-olds (N = 120), we used live, unstructured home observations of toddler emotion expressions and spontaneous parent-toddler verbalizations, and collected parent ratings of toddler temperament. We found that less surgent toddlers who expressed more frequent negative emotion attempted fewer verbalizations. Among all toddlers, those expressing positive emotion received more frequent parent verbal responses, and, unexpectedly, more failed parent attempts to engage their toddler in conversation. Parent-initiated conversation was unrelated to toddler emotion expressions or emotional traits. We discuss how best to integrate the study of early emotional and language development from a transactional perspective.
本研究考察了幼儿情绪如何影响他们自己或父母参与亲子言语互动。有限的间接证据表明，幼儿的积极情绪可能会鼓励，而消极情绪可能会干扰亲子言语交流，但这些假设尚未得到直接验证。我们研究了幼儿情绪的两个方面——情绪表达和情绪特质，并考察了它们与亲子言语互动参与的关系。在一个有 18 个月大的孩子的家庭样本中（N=120），我们使用了现场、非结构化的家庭观察幼儿情绪表达和自发的亲子言语交流，并收集了家长对幼儿气质的评价。我们发现，情绪表达不那么激烈、情绪更频繁的幼儿尝试的言语交流更少。在所有的幼儿中，那些表达积极情绪的幼儿得到了更多的家长言语回应，出乎意料的是，家长试图让幼儿参与对话的失败次数也更多。父母发起的对话与幼儿的情绪表达或情绪特质无关。我们讨论了如何从交互的角度最好地整合早期情绪和语言发展的研究。
