This study examined verbal and non-verbal features of mother–infant shared book reading in Australia during the first year of life and explored the relationship between these features and infant cognition. Mother–infant dyads were observed in this cross-sectional study reading an unfamiliar book in a laboratory setting when infants were aged 6 months (n = 17), 9 months (n = 14), or 12 months (n = 17). High frequency maternal behaviours coded from video were the production of attention attracting behaviours, immediate talk, and verbal encouragement to maintain infant book engagement. Few significant relationships were found for infant problem-solving scores. Infant communication scores were however associated with non-immediate talk at 6 months, maternal questions at 9 months, and non-book related talk at 12 months. Shared book reading provides opportunities for verbal responsiveness and literacy engagement which likely serve as an important vehicle for facilitating early cognitive development.

中文翻译：

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出生第一年母婴共同读书


这项研究调查了澳大利亚母婴在一岁期间共同读书的语言和非语言特征，并探讨了这些特征与婴儿认知之间的关系。在这项横断面研究中，当婴儿 6 个月（n = 17）、9 个月（n = 14）或 12 个月（n = 17）时，在实验室环境中阅读一本不熟悉的书，观察到母婴二人组。从视频中编码的高频母亲行为是吸引注意力的行为、立即交谈和口头鼓励以维持婴儿的书籍参与度。几乎没有发现婴儿解决问题的分数有显着的关系。然而，婴儿沟通得分与 6 个月时的非即时谈话、9 个月时的母亲问题以及 12 个月时的非书本相关谈话有关。共享书籍阅读为语言反应和识字参与提供了机会，这可能成为促进早期认知发展的重要工具。