Teaching and talking with baby : antecedents and consequences of enriching input from caregivers
Abstract/Contents
- Abstract
- The nature of the early environment affects children's outcomes across socioemotional and cognitive domains of functioning. In infancy, caregivers' behaviors largely determine the nature of the early environment. Specifically, through interactions with their caregivers, infants receive the psychosocial stimulation they need for healthy development. In this dissertation, I use a multi-dimensional, multi-modal approach to characterize the psychosocial stimulation that 6-month-old infants receive from their caregivers. I design, implement, and assess three studies that expand understanding of the effects of the quantity and consistency of stimulation, operationalized through language input, on infant risk for psychopathology (chapter 2) and brain function (chapter 3), and the mechanisms that drive variation in the quantity and quality of the stimulation that caregivers provide (chapter 4). Findings from these studies demonstrate that: 1) the consistency of language input that infants receive from adults predicts their subsequent symptoms of psychopathology in toddlerhood, 2) the quantity of vocal exchanges that infants engage in with adults in their everyday environments is associated with their brain function in language networks at rest, and 3) caregivers' explicit goals about providing stimulation influence the degree to which they engage in behavior that may counter infant autonomy and disrupt infant exploration. Together, findings from these studies suggest that different aspects of the stimulation infants receive from their caregivers differentially influence aspects of infant psychobiology. Moreover, the quality of the stimulation infants receive from their caregivers can be modified by shifting caregivers' goals. I discuss the implications of these findings for future research of the impact of the early environment on children's psychobiological development and for the design of interventions to improve the early environment
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2021; ©2021 |
| Publication date | 2021; 2021 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | King, Lucy Sobey |
|---|---|
| Degree supervisor | Gotlib, Ian H |
| Thesis advisor | Gotlib, Ian H |
| Thesis advisor | Gross, James J, (Professor of psychology) |
| Thesis advisor | Gweon, Hyowon |
| Degree committee member | Gross, James J, (Professor of psychology) |
| Degree committee member | Gweon, Hyowon |
| Associated with | Stanford University, Department of Psychology |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Lucy Sobey King |
|---|---|
| Note | Submitted to the Department of Psychology |
| Thesis | Thesis Ph.D. Stanford University 2021 |
| Location | https://purl.stanford.edu/py015mn4075 |
Access conditions
- Copyright
- © 2021 by Lucy Sobey King
- License
- This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC BY).
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