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dc.contributor.authorClackson, Kaili
dc.contributor.authorWass, Sam
dc.contributor.authorGeorgieva, Stanimira
dc.contributor.authorBrightman, Laura
dc.contributor.authorNutbrown, Rebecca
dc.contributor.authorAlmond, Harriet
dc.contributor.authorBieluczyk, Julia
dc.contributor.authorCarro, Giulia
dc.contributor.authorRigby Dames, Brier
dc.contributor.authorLeong, Victoria
dc.date.accessioned2019-12-13T15:08:59Z
dc.date.available2019-12-13T15:08:59Z
dc.date.issued2019-11-28
dc.date.submitted2019-04-19
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/299876
dc.description.abstractInfants are highly social and much early learning takes place in a social context during interactions with caregivers. Previous research shows that social scaffolding – responsive parenting and joint attention – can confer benefits for infants’ long-term development and learning. However, little previous research has examined whether dynamic (moment-to-moment) adaptations in adults’ social scaffolding are able to produce immediate effects on infants’ performance. Here we ask whether infants’ success on an object search task is more strongly influenced by maternal behavior, including dynamic changes in response behavior, or by fluctuations in infants’ own engagement levels. Thirty-five mother-infant dyads (infants aged 10.8 months, on average) participated in an object search task that was delivered in a naturalistic manner by the child’s mother. Measures of maternal responsiveness (teaching duration; sensitivity) and infant engagement (engagement score; visual attention) were assessed. Mothers varied their task delivery trial by trial, but neither measure of maternal responsiveness significantly predicted infants’ success in performing the search task. Rather, infants’ own level of engagement was the sole significant predictor of accuracy. These results indicate that while parental scaffolding is offered spontaneously (and is undoubtedly crucial for development), in this context children’s endogenous engagement proved to be a more powerful determinant of task success. Future work should explore this interplay between parental and child-internal factors in other learning and social contexts.
dc.languageen
dc.rightsAttribution 4.0 International (CC BY 4.0)en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectPsychology
dc.subjectsocial interaction
dc.subjectmaternal responsiveness
dc.subjectengagement
dc.subjectobject search
dc.subjectscaffolding (teaching technique)
dc.titleDo Helpful Mothers Help? Effects of Maternal Scaffolding and Infant Engagement on Cognitive Performance
dc.typeArticle
dc.date.updated2019-12-13T15:08:59Z
dc.identifier.doi10.17863/CAM.46947
dc.identifier.doi10.17863/CAM.46947
dcterms.dateAccepted2019-11-11
rioxxterms.versionofrecord10.3389/fpsyg.2019.02661
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.identifier.eissn1664-1078


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's licence is described as Attribution 4.0 International (CC BY 4.0)