At a glance
ClinicalIndex Comparison RecordStandardized by ClinicalIndex from the ClinicalTrials.gov record · verify against the source.
Parent-infant Learning Dynamics During Early Shared Book Reading
In Brief
A clinical study evaluating Effects of shared book reading: Labels for Individual, Category, and No-label Conditions. Completed, enrolled 146 participants across 1 site.
Detailed Summary
This work is guided by two specific aims and is expected to result in a better understanding of the effectiveness of shared book reading as a tool for supporting parent-infant interactions and infant learning across the first year of life. This work determined the extent to which books with individually-named characters (e.g., "Boris", "Fiona") increases parent-infant joint attention and infant selective attention relative to books with generic labels (e.g., "Bear", "Bear") or no labels and whether attention differs by age. During infant-parent shared book reading joint attention was measured using dual eye-tracking. Infants and parents then returned to the lab the next day and infant selective attention and infant-parent neural synchrony was measured using EEG.
Study Details
Timeline
Interventions
Book reading included objects labeled with 1) Individual labels, 2) Category labels, and 3) No Labels. Condition and infant age differences were examined.