:::

詳目顯示

回上一頁
題名:學步兒情緒功能行為、溝通能力與母親互動能力之研究
作者:朱芳誼
校院名稱:國立臺灣師範大學
系所名稱:人類發展與家庭學系
指導教授:張鑑如
學位類別:博士
出版日期:2014
主題關鍵詞:情緒功能行為溝通能力母親互動行為學步兒能力發展
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:54
本研究以150位19-23個月學步兒做為研究對象,探討學步兒在情緒功能行為、溝通能力以及母親互動能力的發展情形,並比較不同性別孩子在這些能力上的表現差異。同時探究情緒功能行為、溝通能力、母親互動能力三者的相關性,以及檢視影響學步兒能力發展的關鍵行為。本研究使用的評估工具分別有:(1)以情緒功能行為量表(Functional Emotional Assessment Scale, FEAS)評估學步兒情緒功能行為表現,包含的向度有:對環境產生興趣並具有調控感官與注意力的能力、與他者形成依附關係與安全感、與他者出現有意圖的雙向溝通行為、能夠產生有組織的行為以及心智運作能力。(2)評估溝通能力的工具有兩類,分別為「溝通象徵行為發展量表(Communicative Symbolic Behavior Scales Developmental Profile, CSBS DP)」,包含:口語、象徵、社會向度。以及「華語嬰幼兒溝通發展量表(Mandrain-Chinese Communicative Developmental Inventory, MCDI)」,包含:詞彙表達、語言使用、表達複雜度、詞語連結向度。(3)以母親互動能力量表(Maternal Interaction Scales)來評估母親的互動能力表現,包含向度有:幫助孩子對環境產生興趣,提升控制感官與注意力的能力、幫助孩子與自己形成依附關係並建立安全感、誘發孩子出現有意圖的雙向溝通行動、幫助孩子產生有組織的行為以及心智運作能力。
  研究者提供假扮、觸覺、大動作三類玩具,讓母親與孩子利用這些玩具進行約15分鐘的自由遊戲,再從拍攝的影帶中再進行FEAS、母親互動能力量表的編碼計分。CSBS DP為研究者透過一系列的玩具依照評估手冊的步驟來與孩子進行溝通互動,再將孩子的表現進行編碼計分。MCDI則為家長填寫的報告量表。本研究使用的統計方式有描述性統計、皮爾森積差相關、獨立樣本t檢定、路徑分析、多元迴歸,分析研究結果如下:
一、 學步兒在情緒功能行為中的向度一:「對環境產生興趣並具有調控感官與注意力能力」、向度二:「與他者形成依附關係與安全感」、向度三:「與他者出現有意圖的雙向溝通行為」的偏態呈現負值、為負偏態,表示學步兒得分集中在平均數以上,得高分組人數較多。向度四「與他者出現有意圖的雙向溝通行為」的偏態呈現正值、為正偏態略呈鐘形曲線,意即稍有左右對稱但是低分群的個體仍較多。
二、 學步兒在CSBS DP所有向度都呈現負偏態,表示獲得高分組的人數較多。在MCDI中的「詞彙表達、表達複雜度、詞語連結」都呈現正偏態,表示較多孩子的得分低於平均值,只有在「語言使用」平均得分為負偏態,意即較多學步兒在此向度的平均得分高於平均值。
三、 學步兒母親在母親互動能力量表中的向度一:「幫助孩子對環境產生興趣,提升控制感官與注意力的能力」、向度二:「幫助孩子對環境產生興趣,提升控制感官與注意力的能力」、向度三:「誘發孩子出現有意圖的雙向溝通行動」的偏態值都為負數,表示多數母親能的得分高於平均數。向度四:「幫助孩子產生有組織的行為以及心智運作能力」的偏態值為正數,表示較多母親在此向度的得分分配低於平均數以下,較多人獲得低分。
四、 女孩在情緒功能行為的所有向度表現都高於男孩,在CSBS DP的「象徵以及社會能力」向度、MCDI的「語言使用能力」向度,女孩表現顯著比男孩佳。此外,女孩母親在母親互動能力的所有向度表現都顯著比男孩母親佳。
五、 以皮爾森積差相關分析情緒功能行為、溝通能力(CSSB DP、MCDI)、母親互動能力後,發現三者之間都具有顯著的正相關。
六、 以路徑分析後發現,情緒功能行為是母親互動能力與溝通能力的完全中介變項,意即它會完全調節母親互動能力對溝通能力(包含所有向度)所造成的影響。
  總結來看,本研究發現19-23個月大的學步兒在情緒功能行為、溝通能力、母親互動能力上的表現出現不同的偏態情形。女孩在情緒功能行為、象徵、社會、語言使用向度上的表現顯著高於男孩,但是在其他口語表現上並沒有顯著的性別差異。除此之外,女孩母親比男孩母親更能以兒童本位的方式來與孩子產生溝通互動,可見母親互動行為在孩子發展早期就已經具有性別差異。本研究發現情緒功能行為、溝通能力、母親互動能力彼此間不但具有高度的關聯性,其中情緒功能行為是影響19-23個月學步兒溝通能力發展的關鍵行為。這意旨當我們能有效提升孩子的情緒功能行為後,將能幫助孩子獲得溝通能力。
中文文獻
王文科 (譯) (1983)。皮亞傑理論初階 (原作者:J. L. Phillips)。台北市:國立編譯館。
王保進(2006)。中文視窗版SPSS與行為科學研究。台北市:心理。
吳福元 (譯) (1987)。皮亞傑兒童心理學 (原作者:J. Piaget)。台北市:唐山。
李茂能(2006)。結構方程模式軟體之簡介及其在測驗編制上之應用。台北市:心理。
杜聲鋒(1988)。皮亞傑及其思想。台北市:遠流。new window
林初穗、張淑慧(2010)。中文版嬰幼兒語言溝通及象徵性行為量表之預測效度研究。行政院國家科學委員會專題研究計畫成果報告(NSC99-2410-H-033),未出版。
林初穗、張淑慧、潘慧銘、邱俊皓(2013)。家長回應能力的改變與自閉症幼兒發展的關聯性研究。特殊教育研究學刊,38,53-76。new window
林惠雅(2000)。母親與幼兒互動中之教養行為分析。應用心理研究,6,75-96。 new window
林樺鋒、葛竹婷(2013)。核心反應訓練。國小特殊教育,56,55-70。new window
侯瑞鶴、余國良、林崇德(2004)。兒童對情緒表達規則的認知發展。心理科學進展,12,387-394。
洪慧涓(2005)。學校對立性反抗性行為兒童的評量與介入。教育科學期刊,5,52-60。new window
張家銘、唐榮昌、王明泉(2008)。同儕中樞反應訓練對國小自閉症兒童自發性社會互動行為影響之研究。東台灣特殊教育學報,10,201-212.new window
陳玉清(2009)。運用核心反應訓練促進自閉症兒童社會能力。東華大學花師教育學院特教通訊,41,48-51。
陳淑敏 (譯) (2006)。社會人格發展 (原著作:David . R. Shaffer)。台北市:華騰。
游恆山 (譯) (1993)。情緒心理學 (原作者:K. T. Strongman)。台北市:五南。
甯智航、陳麗秋、吳盈瑾、游硯婷、吳晏慈、鄭素芳(2012)。早產兒的母子互動。物理治療,37,66-73。
黃世琤 (譯) (2004)。情緒發展:早期情緒經驗結構 (原作者:L. A. Sroufe)。台北:濤石
黃秋華、鄭芬蘭、楊晴閔(2006)。不同性別幼兒欺騙動機及其行為之實驗研究。國民教育研究學報,16,195-223。new window
黃鈺菁、鳳華(2007)。學齡前自閉症兒童相互協調注意能力學習成效初探之研究。特殊教育研究學刊,32,121-141。new window
詹志禹(1992)。年齡與同理心的性別差異。教育心理與研究,15,259-276。
劉文英、林初穗、潘惠銘(2005)。主要照顧者實施回應式互動對自閉症孩童溝通行為影響之研究。特殊教育與復健學報,14,85-102。new window
劉惠美、曹峰銘(2010)。華語嬰幼兒溝通發展量表之編制與應用。中華心理衛生學刊,4,503-534。new window
蕭淑貞(1993)。比較高社經與地社經情境母子互動關係之初步研究。中華民國公共衛生學會雜誌,12,164-176.
錡寶香(2002)。嬰幼兒溝通能力之發展:家長的長期追蹤紀錄。特殊教育學報,16,26-34。new window
錡寶香(2009)。兒童語言與溝通發展。台北市:心理。new window
鍾佳蓁、鳳華(2005)。核心反應訓練對學齡前自閉症兒童象徵性遊戲行為學習成效之影響。特殊教育研究學刊,29,175-198。new window
英文文獻
Arden, R., &; Plomin, R. (2006). Sex differences in variance of intelligence across childhood. Personality and Individual Differences, 41(1), 39-48. doi:10.1016/j.paid.2005.11.027
Baldo, J. V., Dronkers, N. F., Wilkins, D., Ludy, C., Raskiun, P., &; Kim, J. (2005). Is problem solving dependent on language? Brain and Language, 92, 240-250. doi: 10.1016/j.bandl.2004.06y.103
Baron, R. M., &; Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bee, H. L., Barnard, K. E., Eyres, S. J., Gray, C. A., Hammond, M. A., Spietz, A. L., Snyder, C. S., &; Clark, B. (1982). Prediction of IQ and language skill from perinatal status, child performance, family characteristics, and mother-infant interaction. Child Development, 53(5), 1134-1156. doi: 10.2307/1129003
Berglund, E., Eriksson, M., &; Westerlund, M. (2005). Communicative skills inrelation to gender, birth order, childcare and socioeconomic status in 18-month-old children. Scandinavian Journal of psychology, 46(6), 485-491. doi: 10.1111/j.1467-9450.2005.00480.x
Blake, J., &; Dology, S. (1993). Gestural development and its relation to cognition during the transition to language. Journal of Nonverbal Behavior, 17(2), 87-102.
Blehar, M. C., Lieberman, A. F., &; Ainaworth, M. S. (1977). Early face to face interaction and its relation to later infant-mother attacement. Child Development, 48(1), 182-194. doi: 10.2307/1128897
Bloom, L. (1993). The transition from infancy to language. New York: Cambridge University Press.
Bornstein, M. H., Hahn, C. S., &; Haynes, O. M. (2004). Specific and general language performance across early childhood: Stability and gender considerations. First Language, 24(3), 267-304. doi: 10.1177/0142723704045681
Bornstein, M. H., Haynes, O. M., O’Reilly, A. W., &; Painter, K. M. (1996). Solitary and collaborative pretense play in early childhood: Sources of individual variation in the development of representational competence. Child Development, 67(6), 2910-2929. doi: 10.1111/j.1467-8624.1996.tb 01895.x

Bornstein, M. H., Tamis-LeMonda, C. S., &; Haynes, O. M. (1999). First words in the second year: Continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context. Infant Behavior and Development, 22(1), 65-85. doi: 10.1016/S0163-6383(99)80006-x
Bosco, F. M., Bucciarelli, M., &; Bara, B. G. (2006). Recognition and repair of   communicative failures: A developmental perspective. Journal of Pragmatics, 38(9), 1389-1429. doi: 10.1016/j.pragma.2005.06.011
Brody, L. R. (1985). Gender differences in emotional development: A review of theories and research. Journal of Personality, 53(2), 102-149. doi: 10.1111/j.1467-6494.1985.tb00361.x
Brophy-Herb, H. E., Schiffman, R. F., Bocknek, E. L., Dupuis, S. B., Fitzgerald, H. E., Horodynski, M., …Hillaker, B. (2009). Toddlers’ social-emotional competence in the contexts of maternal emotion socialization and contingent responsiveness in a low-income sample. Social Development, 20(1), 73-92. doi: 10.1111/j.1467-9507.2009.00570.x
Brophy-Herb, H., Schiffman, R. L., Dupuis, S. A., Fitzgerald, H. E., Horodynski, M., Onaga, E., …Hillaker, B. (2011). Toddlers’ social-emotional competence in the context of maternal emotion socialization and contingent responsiveness in a low-income sample. Social Development, 20(1), 73-92. doi: 10.1111/j. 1467-9507 .2009.00570.x
Bruinsma, Y., Koegel, R. L., &; Koegel, K. L. (2004). Joint attention and children with autism: A review of the literature. Mental Retaedation and Developmental Disabilities Research Reviews, 10, 169-175. doi: 10.1002/mrdd.20036
Calkins, . D., Smith, C. L., Gill, K. L., &; Johnson, M. C. (1998). Maternal interactive style across contexts: Relations to emotional, behavioral and physiological regulation during toddlerhood. Social Development, 7(3), 350-369. doi: 10.1111/1467-9507.00072
Camaioni, L., Aureli, T., Bellagamba, F., &; Fogel, A. (2003). A longitudinal examination of the transition to symbolic communication in the second year of life. Infant and Child Development, 12(1), 1-26. doi: 10.1002/icd.333
Campbell, A., Shirley, L., &; Candy, J. (2004). A longitudinal study of gender-related cognition and behavior. Developmen Science,7, 1-9. doi: 10.1111/j.1467-7687.2004.00316.x
Carpenter, M., Nagell, K., &; Tomasello, M. (1998). Social cognition, joint attention, and communicative compentence fron 9 to 15 months of age. Monograph of the Society for Research in Child Development, 63(4), 1-174. doi: 10.1111/j.1467-8721.2007.00518.x

Casby, M. (1997). Symbolic play of children with language impairment: A critical review. Journal of Speech, Language, and Hearing Research, 40(3), 468-479.
Chapli, T. M., &; Alado, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735-765. doi: 10.1037/a0030737
Chiang, C. H., Soong, W. T., Lin, T. L., &; Rogers, S. J. (2008). Nonverbal communication skill in young children with autism. Journal of Autism Developmental Disorders, 38(10), 1898-1906. doi: 10.1007/s10803-008-0586-2
Connellan, J., Baron-Cohen, S., Wheelwright, S., Batki, A., &; Ahluwalia, J. (2000). Sex differences in human neonatal social perception. Infant Behavior Development, 23(1), 113-118. doi: 10.1016/S0163-6383(00)00032-1
Crais, E., Douglas, D. D., &; Campbell, C. C. (2004). The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 47(3), 678-694. doi: 10.1044/1092-4388(2004/052)
Cuevas, K., &; Bell, M. A. (2013). Infant attention and early childhood executive function. Child Development, 85(2), 397-404. doi: 10.1111/cdev.12126
Danel, N., Mortillaro, M., &; Scherer, K. R. (2012). Emotion expression in body action and posture. Emotion, 12(5), 1085-1101. doi: 10.1037/a0025737
Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., &; Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28(6), 479-485. doi: 10.1023/A:1026043926488
Denham, S. A., (1993). Maternal emotional responsiveness and toddlers’ social-emotional competence. Journal of psychol psychiatry, 34(5), 715-728. doi: 10.1111/j.1469-7610.1993.tb01066.x
Desmarais, C., Sylvestre, A., Meyer, F., Bairati, I., &; Rouleau, N. (2008). Systematic review of the literature on characteristics of late talking toddlers. International Journal of Language and Communication Disorders, 43(4), 361-389. doi: 10.1080/13682820701546854
Devouche, E. (2004). Mother versus stranger: A triadic situation of imitation at the end of the first year oh life. Infant and Child Development, 13, 35-48.
Dunham, P. J., &; Moore, C. (1995). Current themes in research on joint attention. In C. Moore &; P. J. Dunham (Eds.). Joint attention: Its origins and role in development (pp. 15-28). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Edgenrton, J. E. (Ed.). (1994). American Psychiatric Glossary. Washington, DC: American Psychiatric Press.
Ensor, R., Spencer, D., &; Hughes, C. (2011). “You feel sad? ” Emotion understanding mediates effects of verbal ability and mother-child mutuality on prosocial behaviors: Findings from 2 to 4 years. Social Development, 20(1), 93-110. doi: 10.1111/j.1467-9507.2009.00572.x
Eriksson, M., Marschik, P. B., Tulviste, T., Almgren, M., Pereira, M. P., Wehberg, S., Umek, L. M., Gayraud, F., Kovacevic, M., &; Gallego, C. (2012). Differences between girls and boys in emerging language skills: evidence from 10 language communities. British Journal of Developmental psychology, 30(2), 326-343. doi: 10.1111/j.2044-835x.2011.02042.x
Fagot, B. I., Hagan, R., Leinbach, M. D., &; Kronsberg, S. (1985). Differential reactions to assertive and communicative acts of toddler boys and girls. Child Development, 56(6), 1499-1505. doi: 10.1111/j.1467-8624.1985.tb00214.x
Fewell, R. R., Casal, S. G., Glick, M. P., Wheeden, C. A., &; Spiker, D (1996). Maternal education and maternal responsiveness as predictors of play competence in low bright, premature infants: A preliminary report. Development and Behavior Pediatrics, 17(2), 100-104.
Fiamenghi, G. A. (2007). Emotional expression in infants’ interactions with their mirror images: an exploratory study. Journa of Reproductive And Infant Psychology, 25(2), 152-160. doi: 10.1080/02646830701292365
Fiese, B. H. (1990). Playful relationships: A contextual analysis of mother-toddler interaction and symbolic play. Child Development, 61(5), 1648-1656. doi: 10.1111/j.1467-8624.1990.tb02891.x
Fischer, A. H., Rodriguze Mosquera, P. M., van Vianen, A. E. M., &; Manstead, A. S. R. (2004). Gender and culture differences in emotioan. Emotion, 4(1), 87-94. doi: 10.1037/1528-3542.4.1.87
Fischer, K. W., Shaver, P., &; Carnochan, P. (1990). How emotion develop and how they organize development. Cognition and Emotion, 4(2), 81-127. doi: 10.1080/02699939008407142
Fonagy, , P., Redfern, S., &; Charman, A. (1997). The relationship between belief-desire reasoning and a projective measure o attachment security (SAT). British Journal of Development Psychiatry, 35, 231-257.
Fox, N. A., Calkins, S. D., &; Bell, M. A. (1994). Neural plasticity and development in the first two year of life: Evidence from cognitive and socioemotional domains of research. Development and Psychopathlogy, 6, 677-696.

Gaertner, B. M., Spinrad, T. L., &; Eisenberg, N. (2008). Focused attention in toddlers: Measurement, stability, and relations to negatives emotion and parenting. Infant and Child Development, 17(4), 339-363. doi: 10.1002/ICD.580
Gaffan, E. A., Healy, S., &; Murray, L. (2010). Early social experience and individual differences in infant’s joint attention. Social Development, 19(2), 369-393. doi: 10.1111/j.1467-9507.2008.00533.x
Galsworthy, M. J., Dionne, G., Dale, P. S., &; Plomin, R. (2000). Sex differences in early verbal and non-verbal cognitive development. Developmental Sciences, 3(2), 206-215. doi: 10.1111/1467-7687.00114
Goldman , H. J. (2001). Parental reports of “ MAMA ” sounds in infants: An exploratory study. Journal of Child Language, 28(2), 497-506. doi: 10.1017/S030500090100472X
Greenspan, S. I. (1992). Infancy and early childhood: The Practice of clinical assessment and intervention with emotional and developmental challenges. Madison, CT: International Universities Press.
Greenspan, S. I., DeGangi, G., &; Wieder, S. (2001). The functional emotional assessment scales (FEAS) for infancy and early childhood: Clinical and research applications. Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders Press.
Haley, D., &; Stansbury, K. (2003). Infant stress and parent responsiveness: regulation of physiology and behavior during still-face and reunion. Child Development, 74(5), 1534-1546. doi: 10.1111/1467-8624.00621
Hatzinkolaou, K., &; Murray, L. (2010). Infant sensitivity to negative maternal emotion shif: Effects of infant sex, maternal postnatal depression, and interactive style. Infant Mental Health Journal, 31(5), 591-610. doi: 10.1002/imhj.20265
Hietanen, J. K., Leppa¨nen, J. M., &; Lehtonen, U. (2004). Perception of emotions in the hand movement quality of Finnish sign language. Journal of Nonverbal Behavior, 28(1), 53-64. doi:10.1023/B:JONB.0000017867. 70191.68
Hoehl, S., Wiese, L., &; Striano, T. (2008). Younf infants’ neural processing of objects is affected by eye gaze direction and emotional expression. PLos ONE, 3(6), 1-6. doi: 10.1317/journal.pone.0002389
Hoff, E. (2006). How social contexts support and shape language development. Development Review, 26, 55-88. doi:10.1016/j.dr.2005.11.002
Iverson, J. M., &; Braddock, B. A. (2011). Gesture and motor skills in relation to language in children with language impairment. Journal of Speech, Language, and Hearing Research, 54, 72-86. doi:10/10.1044/1092-4388 (2010/08-0197)
Izard, C. E. (2010). The many meanings/aspects of emotion: definitions, functions, activation, and regulation. Emotion Review, 2(4), 363-370. doi: 10.1177/1754073910374661
Johnson, J. E. &; Roopnarine, J. (1983). The preschool classroom and sex differences in children’s play. In M. Liss (Ed.), Socialization through play: Sex differences and the acquisition of social and cognitive skills (pp. 193-218). New York: Academic Press.
Kendrick, C., &; Dunn, J. (1983). Sibling quarrels and maternal responses. Development Psychology, 19(1), 62-70. doi: 10.1037/0012-1649.19.1.62
Kern,S. (2007). Lexicon development in French-speaking infants. First Language, 27(3), 227-250. doi: 10.1177/0142723706075789
Kochanska, G., Forman, D. R.., Coy, K. C. (1999). Implications of the mother-child relationship in infancy for socialization in the second year of life. Infant Behavior and Development, 22(2), 249-265. doi: 10.1016/S0163-6383(99)00009-0
Koegel, R. L. &; Koegel, L. K., &; Brookman, L. I. (2003). Empirically supported pivotal response interventions for children with autism. In A. E. Kazdin (Ed.), Yale University School of Medicine &; Child Study Center, Evidence-based psychotherapies for children and adolescents (pp. 341-357). New York: Guilford Press.
Koegel, R. L., Koegel, L. K., &; Schreibman, L. (1991). Assessing and training parents in teaching pivotal behaviors. Advances in Behavior Assessment of Children and Families, 5, 65-82.
Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., &; Koegel, L. (1989). How to teach pivotal behaviors to children with autism: A training manual. University of California, Santa, Barbara.
Kogel, R. L., Kogel, L. K., &; Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576-594.
Kristein, S., Sodian, B., Thoermer, C., &; Perst, H. (2011). Infants’ joint aattention skills predict toddlers’ emerging mental state language. Developmental Psychology, 47(5), 1207-1219. doi: 10.1037/a0024808
Leeb, R. T., &; Rejskind, F. G. (2004). Here’s looking at you, kid! A longitudinal study of perceived gender differences in mutual gaze behavior in young infants. Sex Roles, 50, 1-14. doi: 10.1023/B:SERS.0000011068. 42663.ce
Levenson, R. W. (1999). The intrapersonal functions of emotion. Cognition and Emotion, 13(5), 481-504. doi: 10.1080/026999399379159
Lewis, V., Boucher, J., Lupton, L., &; Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 35(1), 117-127. doi: 10.1080/136828200247287
Lifter, K., &; Bloom, L. (1998). Intentionality and the role of play in the transition to language. In A. M. Wetherby, S. F. Warren &; J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 161-195). Baltimore, MD: Paul H. Brookers.
Liu, M., Chen, X., Zheng, S., Chen, H., &; Wang, L. (2008). Maternal autonomy-and connectedness-oriented parenting behaviors as predictions of children’s social behaviors in China. Social Development, 18(3), 671-689. doi: 10.1111/j.1467-9507.2008.00501.x
Lundqvist, D., &; Öhman, A. (2005). Emotion regulates attention: The relation between facial configurations, facial emotion, and visual attention. Visual Cognition, 12(1), 51-84. doi: 10.1080/13506280444000085
Lyytinen, P., Laakso, M. L., Poikkeus, A. M., &; Rita, N. (2008). The development and predictive relations of play and language across the second year. Scandinavian Journal of Psychology, 40(3), 177-189. doi: 10.1111/1467-9450.00115
Lyytinen, P., Poikkeus, A. M., &; Laakso, M. L. (1997). Language and symbolic play in toddlers. International Journal of Behavioral Development, 21(2), 289-302. doi: 10.1080/016502597384875
Mahoney, G., &; Lin, C. S. (2007). Pivotal behavior model of developmental learing. Infant and Young Children, 20(4), 311-325. doi: 10.1097/01.IYC.00000290354.39793.74
Mahoney, G., &; MacDonald, J. D. (2007). Autism and Development Delays In Young Children: The responsive teaching curriculum for parents and professionals. Autism and Developmental Delays, 1(1), 95-101.
Mahoney, G., &; Perales, F. (2003). Using relationship-focused intervention to enhance social-emotional functioning of young children with autistic spectrum disorders. Topics in Early Childhood SpecialEeducation, 23(2), 74-86. doi: 10.1177/02711214030230020301
Mahoney, G., Boyce, G., Fewell, R., &; Wheeden, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17. doi: 10.1177/027112149801800104
Martin, C. L. (1993). New directions for investigating children’s knowledge. Developmental Review, 13(2), 184-204. doi:10.1006/drev.1993.1008
Mayes, L. C. &; Carter, S. D. (1990). Emerging social regulatory capacities as seen in the still-face situation, Child Development, 61(3), 754-763. doi: 10.2307/1130960
McFadyen-Ketchum, S. A. , Bates, J. E., Dodge, K. A., &; Pettit, G. S. (1996). Patterns of change in early childhood aggressive-disruptive behavior: Gender differences in predictions from early coercive and affectionate mother-child interactions. Child Development, 67(5), 2417-2433. doi: 10.1111/j.1467-8624.1996.tb01865.x
Mee Kim, J., &; Mahoney, G. (2004). The effects of mother’s style of interaction on children’s engagement: Implications for using responsive interventions with parents. Topics in Early Childhood Special Education, 24(1), 31-38. doi: 10.1177/02711214040240010301
Meins, E., Fernyhough, C., Russell, J., &; Carter, D. C. (1998). Security of attachment as a predictor of symbolic and mentalising abilities: A longitudinal study. Social Development, 7(1), 1-24. doi:10.1111.1467-9507. 00047
Messinger, D. S., Cassel, T. D., Acosta, S. I., Ambadar, Z., &; Cohn, J. F. (2008). Infant smiling dynamics and perceived positive emotion. Journal of Noverbal Behavior, 32(3), 133-155. doi: 10.1007/s10919-008-0048-8
Miller, A. L., McDonough, S. C., Rosenblum, K. L., Sameroff, A. J. (2002). Emotion regulation in context: situation effects on infant and caregiver behavior. Infancy, 3(4), 403-433. doi: 10.1207/S15327078IN0304_01
Miller, N. B., Cowan, P. A., Cowan, C. P., Hetherington, E. M., &; Clingempeel, W. G. (1993). Externalizing in preschool and early adolescents: A cross-study replication of a family model. Developmental Psychology, 29(1), 3-18. doi: 10.1037/0012-1649.29.1.3
Montague, D. P. F., &; Walker-Andrews, A. S. (2001). Peekaboo: A new look at infants’ perception of emotion expressions. Developmental Psychology, 37, 826-838. doi: 10.1037/0012-1649.37.6.826
Moore, C., &; Dunham, P. (1995). Joint attention: Its origins and role in development. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Moore, G. A., &; Calkins, S. D. (2004). Infant’s vagal regulation in the still-face paradigm is related to dyadic coordination of mother-infant interaction. Developmental Psychology, 40(6), 1068-1080. doi:10.1037/0012-1649.40. 6.1068
Moreno, A. J., &; Robinson, J. L. (2005). Emotional vitality in infancy as a predictor of cognitive and language abilities in toddlerhood. Infant and Child Development, 14(4), 383-402. doi: 10.1002/icd.406
Moszkowski, R. J., &; Stack, D. M. (2007). Infant touching behavior during mother-infant face tofaceinteraction. Infant and Child Development, 16(3), 307-319. doi: 10.1002/icd.510
Mumme, D. L., Fernald, A., &; Herrera, C. (1996). Infant’s response to facial and vocal emotional signals in a social referencing paradigm. Child Development, 67(6), 3219-3237. doi: 10.2307/1131775
Namy, L L., Vallas, R., &; Knight-Schwarz, J. (2008). Linking parent input and child receptivity to symbol gestures. Gesture, 8(3), 302-324. doi: 10.1075/gest.8.3.03nam
Nelson, C. A. (1994). The neural bases of infant temperament. In J. E. Bates &; T. D. Wachs (Eds.), Temperament: Individual differences at the interface of biology and behavior (pp 47-82). Washington, D. C. : American Psychological Association.
Paavola, L., Kunnari, S., &; Moilanent, I. (2005). Maternal responsiveness anf infant intentional communication: implication for the early communicative and linguistic development. Child: Care, Health and Development, 31(6), 727-735. doi: 10.1111/j.1365-2214-2005.00566.x
Poikkeus, P. L., &; Laakso, M. L. (1997). Language and symbolic play in toddlers. International Journal of Behavior Development, 21(2), 289-302.
Prutting, C. A. (1982). Pragmatics as social competence. Journal of Speech and Hearing Disorders, 47, 123-134. doi: 10.1044/jshd.4702.123
Raver, C. C. (1996). Relations between social contingency in mother-child interaction and 2-year-olds’ social competence. Developmental Psychology, 32(5), 850-859. doi: 10.1037/0012-1649.32.5.850
Reilly, S., Bavin, E., Bretherton, L., Conway, L., Eadie, P., Cini, E., Prior, M., Ukoumunne, O. C., &; Wake, M. (2009). The early language in victoria study (ELVS): A prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months. International Journal of Speech-Language Pathology, 11(5), 344-357 doi: 10.1080/175495000903147560
Rennels, J. L., &; Cummongs, A. J. (2013). Sex differences in facial scanning: Similarities and dissimilarities between infants and adults. International Journal of Behavior Development, 37(2), 111-117. doi:10.1177/016502541 2472411
Robin, B. (2002). The mighty toddler: The essential guide to the toddler years. Lanham, MD: M. Evans &; Company.
Rochat, P. (2001). The infant’s world. Cambridage, MA: Harvard University Press.
Rothbaum, F., &; Weisz, J. R. (1994). Parental caregiving and child externalizing behavior in nonclinical samples: A meta-analysis. Psychological Bulletin, 116, 55-74. doi: 10.1037/0033-2909.116.1.55
Sachs, J. (2001). Communication Development in Infancy. In J. B. Gleason &; N. B. Ratner (Eds.), The development of language (pp. 37-55). Boston, MA: Pearson.
Sansavini, A., Bello, A., Guarini, A., Savini, S., Stefanini, S., &; Caselli, M. C. (2010). Early development of gestures, object-related-actions, word comprehension and word production, and their relationships in Italin infants. Gesture, 10(1), 52-85. doi: 10.1075/gest.10.1.04san
Schater, F. F., Shore, E., Hodapp, R., &; Chalfin, S., &; Bundy, C. (1978). Do girls talk earlier? Mean length of utterances in toddlers. Developmental Psychology, 14(4), 388-392. doi: 10.1037/0012-1649.14.4.388
Schore, A. (2001). Effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66. doi: 10.1002/1097-0355(200101/04)
Seehagen, S., &; Herbert, J. S. (2012). Selectivie imitation in 6- months-old: The role of the social and physical context. Infant Behavior and Development, 35(3), 509-512. doi: 10.1016/j.infbeh.2012.05.002
Slade, A. (1987). A longitudal study of maternal involvement and symbolic play during the toddler period. Child Development, 58(2), 367-375. doi: 10.2307/1130513
Smith, C., &; Lloyd, B. (1978). Maternal behavior and perceived sex of infant: Revisited. Child Development, 49(4), 1263-1265. doi: 10.2307/1128775
Spiker, D., Boyce, G. C., &; Boyce, L. K. (2002). Parent-child interactions when young children have disabilities. Interactional Review of Research in Mental Retardation, 25, 35-70. doi: 10.1016/S0074-7750(02)80005-2
Sroufe, L. A. (1997). Emotional Development: The organization of emotional life in the early years. New York: Cambridge Press.
Steele, M. (2004). Fitting the puzzle pieces together: The complexities of infant-mother interaction and disorganized attachment patterns. Social Development, 13(3), 479-488. doi: 10.1111/j.1467-9507.2004.00278.x
Stokes, S. F., &; Klee, T. (2009). Factors that influence vocabulary development in two-year-old children. The Journal of Child Psychology and Psychiatry, 50(4), 498-505. doi: 10.1111/j.1469-7610.2008.01991.x
Svetlova, M., Nichols, S. R., &; Brownell, C. A. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child Development, 81(6), 1814-1827. doi: 10.1111/j.1467-8624.2010.01512.x
Tamis-Lemonda, C, S., &; Bornstein, M., H. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30(2), 283-292. doi:10.1037/0012-1649.30.2. 283
Tamis-LeMonda, C. S., Bornstein, M. H., &; Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72(3), 748-767. doi: 10.1111/1467-8624.00313
Tamis-LeMonda, C. S., Bornstein, M. H., Baumwell, L., &; Melstein Damast, A. (1996). Responsive parenting in the second year: Specific influences on children’s language and play. Early Development and Parenting, 5(4), 173-183. doi: 10.1002/(SICI)1099-0917(199612)
Tronick, E. (1989). Emotions and emotional communication in infants. American Psychological Association, 4(2), 112-119. doi:10.10.1037 /0003-066x.442.112
Ursache, A., Blair, C., Stifter, C., &; Voegtline, K. (2013). Emotional reactivity and regulation in infancy interact to predict exective function in early childhood. Developmental Psychology, 49(1), 127-137. doi: 10.1037/a0027728
Vallotton, C. D., &; Aypub, C. C. (2010). Symbols build communication and thoughts: the role of gestures and words in the development of engagement skills and social-emotional concepts during toddlerhood. Social Development, 19(3), 601-626. doi: 10.1111/j.1467-9507.2009.00549.x
Vecchio, T. D., &; O’Leary, S. G. (2008). Predicting maternal discipline responses to early child aggression: the role of cognitions and affect. Parenting: Sciences and Practice, 8(3), 240-256. doi:10.1080/15295190802 204827
Voos, A. C., Pelphrey, K. A., Tirrell, J., Bolling, D. Z., Vander, W. B., Kaiser, M. D., McPartland, J. C., Volkmar, F. R., &; Ventola, P. (2013). Neural mechanisms of improvements in social motiovation after pivotal response treatment: Two case studies. Journal od Autism Developmental Disorders, 43(1), 1-10. doi: 10.1007/s10803-012-1683-9
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Webster-Stratton, C. (19960). Early-onset could problems: Does gender make a difference? Journal of Consulting and Clinical Psychology, 64(3), 540-551. doi: 10.1037/0022-006X.64.3.540
Weinberg, M. K., Tronick, E. Z., Cohn, J. F. &; Olson, K. L. (1999). Gender differences in emotional expressivity and self-regulation during early infancy. Developmental Psychology, 35(1), 175-188. doi:10.1037/0012-164 9.35.1.175
Wetherby, A., &; Prizant, B. (1993). Communication and Symbolic Behavior Scales- Normed Edition. Chicago, IL: Applied Symbolix.
Wetherby, A. &; Prizant, B. (2001). Communication and Symbolic Behavior Scales Developmental Profile-Preliminary Normed Edition. Baltimore, MD: Paul H. Brookers Publishing Co.
Wetherby, A., Allen, L., Cleary, J., Kublin, K., &; Goldstein, H (2002). Validity and reliability of the communication and symbolic behavior scales developmental profile with very young children. Journal of Speech, Language, and Hearing Research, 45, 1202-1208. doi:10.1044/1092-4388 (2002/097)
Wider, K. (2007). Emotional communication and the development of self. Sartre Studies International, 13(2), 1-26. doi: 10.3167/ssi.2007.130201
Yoder, P., &; Warren, S. (1999). Maternal responsivity mediates the relationship between prelinguistic communication intervention and later language. Journal of Early Intervention, 22(2), 126-136. doi:10.1177 /105381519902200205
Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., &; Chapman, M. (1992).   Development of concern for others. Developmental Psychology, 28(1), 126-136. doi: 10.1037/0012-1649.28.1.126

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE