- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT04337372
Infant Shared Book Reading
May 10, 2023 updated by: University of Florida
Parent-infant Learning Dynamics During Early Shared Book Reading
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 first aim of the proposed research is to determine the extent to which infant and parent visual attentional coupling during shared book reading predicts later: a) infant selective attention and b) infant and parent neural coupling.
The second 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 aims of this project, a cross-sectional sample of 6-, 9-, and 12-month old infants and their parents will come 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 will be measured using dual eye-tracking.
Infants and parents will then return to the lab the next day and infant selective attention and infant-parent neural synchrony will be measured using EEG frequency tagging while infants and their parent view familiar characters across labeling conditions as well as unfamiliar characters.
If the aims of the proposed research are achieved, we will have determined the extent to which parent-infant joint attention prompts subsequent selective processing of book content in 6-, 9-, and 12-month old infants.
Study Overview
Status
Recruiting
Intervention / Treatment
Study Type
Interventional
Enrollment (Anticipated)
130
Phase
- Not Applicable
Contacts and Locations
This section provides the contact details for those conducting the study, and information on where this study is being conducted.
Study Contact
- Name: Lisa Scott, PhD
- Phone Number: 352-273-2125
- Email: lscott@ufl.edu
Study Contact Backup
- Name: Andreas Keil, PhD
- Phone Number: (352) 392-2439
- Email: akeil@ufl.edu
Study Locations
-
-
Florida
-
Gainesville, Florida, United States, 32611-2250
- Recruiting
- University of Florida Brain, Cognition and Development Laboratory
-
Contact:
- Lisa S Scott, Ph.D.
- Phone Number: 352-272-2125
- Email: lscott@ufl.edu
-
Contact:
- Alexia Brown
- Phone Number: 3522722145
- Email: lscott@ufl.edu
-
-
Participation Criteria
Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.
Eligibility Criteria
Ages Eligible for Study
5 months to 65 years (Child, Adult, Older Adult)
Accepts Healthy Volunteers
Yes
Description
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:
- Infants who were born more that 14 days premature.
- Infants who with a history of neurological or visual deficits.
- Infants with a history of seizures or a disorder that includes risk of seizures.
- Infants with a parent that has a history of seizures of a disorder that includes risk of seizures.
- Parents with a history of seizures or a disorder that includes risk of seizures.
Study Plan
This section provides details of the study plan, including how the study is designed and what the study is measuring.
How is the study designed?
Design Details
- Primary Purpose: Basic Science
- Allocation: N/A
- Interventional Model: Single Group Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
Experimental: Effects of shared book reading
There will be one arm since all participants will undergo the same intervention.
|
Parent and their infant will read a short book in the laboratory.
Books will include three labeling conditions expected to elicit different levels of attention.
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Infant Visual Fixations
Time Frame: On Day 1
|
Infant visual fixations will be recorded during shared book reading and duration of attention and joint attention calculated.
Three age groups will be examined (6-, 9-, and 12-month olds).
|
On Day 1
|
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Parent Visual Fixations
Time Frame: On Day 1
|
In the lab, parent visual attention will be measured across conditions using a head mounted eye-tracker.
Duration of joint attention within a spatial window will be calculated in conjunction with infant visual fixations.
|
On Day 1
|
Infant EEG steady-state evoked potential frequency tagging power
Time Frame: On Day 2
|
Infant EEG power will be measured and compared across conditions and ages during a ssVEP frequency tagging task.
We will examine the ssVEP power evoked by two overlapping visual objects to quantify the degree of visual attention devoted to learned characters relative to novel characters across labeling conditions.
|
On Day 2
|
Infant and parent EEG synchrony with steady-state evoked potential power
Time Frame: On Day 2
|
Infant and parent EEG synchrony will be quantified and compared across conditions.We will use magnitude squared coherence and phase-locking index to quantify EEG dyadic synchrony under viewing conditions in which the phase of brain oscillations is constrained by external stimulation (i.e., Steady-State Evoked Potential power (ssVEP) Frequency Tagging Task) and we will compare within-subject conditions.
|
On Day 2
|
Collaborators and Investigators
This is where you will find people and organizations involved with this study.
Sponsor
Collaborators
Investigators
- Principal Investigator: Lisa Scott, University of Florida
- Principal Investigator: Andreas Keil, PhD, University of Florida
Study record dates
These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.
Study Major Dates
Study Start (Actual)
February 8, 2022
Primary Completion (Anticipated)
March 30, 2024
Study Completion (Anticipated)
June 30, 2024
Study Registration Dates
First Submitted
April 2, 2020
First Submitted That Met QC Criteria
April 3, 2020
First Posted (Actual)
April 7, 2020
Study Record Updates
Last Update Posted (Actual)
May 12, 2023
Last Update Submitted That Met QC Criteria
May 10, 2023
Last Verified
May 1, 2023
More Information
Terms related to this study
Other Study ID Numbers
- IRB202000756-N
- 1R21HD102715-01 (U.S. NIH Grant/Contract)
- 5R21HD102715-02 (U.S. NIH Grant/Contract)
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
NO
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
No
Studies a U.S. FDA-regulated device product
No
This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.
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