Clinical trial NCT04337372: Infant and Parent Shared Book Reading
Official title: Parent-infant Learning Dynamics During Early Shared Book Reading
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Individual, Category, and No-label Conditions
Lead sponsor: University of Florida
Sponsor class: OTHER
Collaborators: name: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
First posted: 2020-04-07
Enrollment: 146
Sex: ALL
Minimum age (years): 5
Maximum age (years): 65
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Intervention model description: There were three age groups tested, but all infant-parent dyads were tested on the same conditions and measures.
Primary purpose: BASIC_SCIENCE

Brief 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.

Detailed description: Shared book reading has been found to have broad developmental benefits for language, socio-emotional and cognitive development. However, the effects of shared book reading on infant development are not well understood. Although healthcare professionals and educators ask parents to read books to their infants early and often, the book reading experience itself has never been systematically investigated in infancy. 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. The primary aim of the proposed work is to determine 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. To address the aim of this project, a cross-sectional sample of 6-, 9-, and 12-month old infants and their parents came to the laboratory and read a book that includes three distinct character labeling conditions (individual names, generic category labels, no label). 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 frequency tagging while infants and their parent viewed familiar characters across labeling conditions as well as unfamiliar characters. This project determined the extent to which parent-infant shared book reading impacted infant attention, parent-infant joint attention, EEG power, and parent-infant EEG synchrony.

Eligibility criteria: Inclusion Criteria:

* Infants will be included if they are typically developing and between 5.5 and 12.5 months of age, as well as their caregiver.
* Parents 18-65 years old

Exclusion Criteria:

1. Infants who were born more that 14 days premature.
2. Infants who with a history of neurological or visual deficits.
3. Infants with a history of seizures or a disorder that includes risk of seizures.
4. Infants with a parent that has a history of seizures of a disorder that includes risk of seizures.
5. Parents with a history of seizures or a disorder that includes risk of seizures.

Primary outcomes:
measure: Infant Visual Attention
timeFrame: Day 1
measure: Infant EEG Steady-state Evoked Potential Frequency Tagging Power
timeFrame: On Day 2
Secondary outcomes:
measure: Infant and Parent EEG Synchrony
timeFrame: On Day 2
measure: Parent-Infant Visual Joint Attention
timeFrame: On Day 1
Other outcomes:
Locations:
city: Gainesville
country: United States
facility: University of Florida Brain, Cognition and Development Laboratory
state: Florida
Study officials:
affiliation: University of Florida
name: Lisa Scott
role: PRINCIPAL_INVESTIGATOR
affiliation: University of Florida
name: Andreas Keil, PhD
role: PRINCIPAL_INVESTIGATOR
References: