母亲敏感性与婴儿气质、注意对学步儿执行功能影响的交互作用：一项两年的追踪研究

doi:10.3724/SP.J.1041.2022.00141

摘要/Abstract

摘要：

为同时探究外部因素与内部因素对学步儿执行功能的影响, 对163对母婴进行追踪测量。婴儿6个月时根据母婴自由互动录像编码母亲敏感性; 使用最长注视时长范式测量婴儿注意特征; 使用母亲报告的《婴儿行为问卷—修订短版》测量婴儿气质; 24个月时使用多位置寻找任务、形状Stroop任务、逆转分类任务、延迟满足任务测量学步儿执行功能。结果发现：(1)婴儿6个月最长注视时长能够显著正向预测24个月的多位置寻找与延迟满足任务得分。(2)母亲敏感性能够正向预测气质外向性低的婴儿24个月时的逆转分类任务表现, 对气质外向性高的婴儿24个月时的逆转分类任务表现的预测不显著。(3)母亲敏感性能够正向预测最长注视时长更长的婴儿24个月时的形状Stroop任务得分; 负向预测最长注视时长更短的婴儿24个月时的形状Stroop任务得分。研究发现了针对不同特征的婴儿, 母亲的养育敏感性对学步儿执行功能影响的差异, 这对早期教育应该如何“因材施教”有所启示。

关键词: 母亲敏感性, 气质, 注意, 执行功能, 学步儿

Abstract:

Executive Function (EF), proven to be linked to the prefrontal cortex, refers to a set of higher-order cognitive and self-regulatory processes. These processes include (a) inhibition, the ability to intentionally suppress prepotent impulses or habits; (b) working memory, the ability to hold multiple things in the mind at once while mentally manipulating one or more of them; and (c) cognitive flexibility or shifting, the capability to switch between tasks. However, little attention has been given to predictors of EF across the first two years of life. A principal limitation of this is a methodological challenge, due to toddlers’ limited sustained attention, poor language competence, and labile emotional state. Accordingly, in this study, we aimed to examine developmental intrinsic factors (infant attention and temperament) and the caregiving environment (maternal sensitivity) in infancy as possible predictors of EF in toddlerhood. By estimating specific contributions and interaction effects, we aimed to expand the knowledge on early mechanisms behind the development of EF in toddlerhood from an intrinsic and environmental perspective.
At six months (T1, n = 236), infants and mothers visited Center for Child Development for the assessment of maternal sensitivity and infant attention. Mothers completed questionnaires on infant temperament. Maternal sensitivity was evaluated by observing the free, interactive process between mother and children at six months. Infant temperament was assessed by mothers reporting data using the Infant Behavior Questionnaire Revised-Short Form (IBQR-SF), and infant attention was assessed using a Screen Look Duration task at six months. At 24 months (T2, n = 191), the children returned to the laboratory with an accompanying parent for an assessment battery of EF tasks, including Multilocation Search, Shape Stroop, Reverse Categorization, and Delay of Gratification tasks.
The results indicated that: (1) Peak look duration could predict working memory task and delay of gratification task performance at 24 months. This provides empirical support for the hierarchical framework of EF development, advocating early attention as a foundation for the development of EF. (2) High levels of maternal sensitivity significantly predicted better EF performance among children with low levels of surgency in infancy. However, there was no link between maternal sensitivity and EF among children with medium to high levels of surgency in infancy. (3) Interaction effects suggested that maternal sensitivity positively predicted EF performance among children with high levels of peak look duration in infancy. However, maternal sensitivity negatively predicted EF performance among children with low levels of peak look duration in infancy.
Overall, our findings indicate the importance of intrinsic and extrinsic factors in the development of EF in toddlers and provide key insights about parenting. For infants with a lower level of surgency or longer peak look duration, maternal sensitivity positively predicted EF performance in toddlerhood. However, for infants with shorter peak look duration, excessive maternal sensitivity may not be desirable.

Key words: maternal sensitivity, temperament, attention, executive function, toddler

中图分类号:

B844

张青, 王争艳. (2022). 母亲敏感性与婴儿气质、注意对学步儿执行功能影响的交互作用：一项两年的追踪研究. 心理学报, 54(2), 141-153.

ZHANG Qing, WANG Zhengyan. (2022). The interplay of maternal sensitivity and infant temperament and attention in predicting toddlers’ executive function: A two-year longitudinal study. Acta Psychologica Sinica, 54(2), 141-153.

图/表 5

参考文献 62

[1]	Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
[2]	Bell, M. A., Wolfe, C., & Adkins-Friedman, D. (2007). Frontal lobe development during infancy and childhood. Human Behavior, Learning, and the Developing Brain: Typical Development.
[3]	Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12-24. doi: 10.1111/j.1467-7687.2011.01093.x pmid: 22251288
[4]	Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326-339. doi: 10.1111/j.1467-8624.2009.01397.x pmid: 20331670
[5]	Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. doi: 10.1146/psych.2015.66.issue-1 URL
[6]	Bowlby, J. (1979). The making and breaking of affectional bonds. London: Tavistock.
[7]	Carlson, S. M., Mandell, D. J. & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105-1122. doi: 10.1037/0012-1649.40.6.1105 URL
[8]	Casalin, S., Luyten, P., Vliegen, N., & Meurs, P. (2012). The structure and stability of temperament from infancy to toddlerhood: A one-year prospective study. Infant Behavior and Development, 35(1), 94-108. doi: 10.1016/j.infbeh.2011.08.004 pmid: 21962396
[9]	Cheng, N., Lu, S., Archer, M., & Wang, Z. (2017). Quality of maternal parenting of 9-month-old infants predicts executive function performance at 2 and 3 years of age. Frontiers in Psychology, 8, 2293. doi: 10.3389/fpsyg.2017.02293 URL
[10]	Chugani, H. T., Behen, M. E., Muzik, O., Juhász, C., Nagy, F., & Chugani, D. C. (2001). Local brain functional activity following early deprivation: A study of postinstitutionalized Romanian orphans. Neuroimage, 14(6), 1290-1301. pmid: 11707085
[11]	Cicchetti, D., & Cohen, D. J. (2015). The development of the prefrontal cortex: The maturation of neurotransmitter systems and their interactions. In Developmental Psychopathology, (Second Edition).
[12]	Clark, C. A. C., Chevalier, N., Nelson, J. M., James, T. D., & Espy, K. A.. (2016). I. executive control in early childhood: Executive control in early childhood. Monographs of the Society for Research in Child Development, 81(4), 7-29. doi: 10.1111/mono.12268 pmid: 27943323
[13]	Colombo, J. (1995). On the neural mechanisms underlying developmental and individual differences in visual fixation in infancy: Two hypotheses. Developmental Review, 15(2), 97-135. doi: 10.1006/drev.1995.1005 URL
[14]	Colombo, J. (2001). The development of visual attention in infancy. Annual Review of Psychology, 52, 337-367 pmid: 11148309
[15]	Colombo, J., Kapa, L., & Curtindale, L. (2010). Varieties of attention in infancy. In L. M. Oakes, C. H. Cashon, M. Casasola, & D. H. Rakison (Eds.), Infant perception and cognition: Recent advances, emerging theories, and future directions (pp.3-26). New York: Oxford University Press.
[16]	Colombo, J., Mitchell, D. W., Coldren, J. T., & Freeseman, L. J. (1991). Individual differences in infant visual attention: Are short lookers faster processors or feature processors?. Child Development, 62(6), 1247-1257. pmid: 1786713
[17]	Conway, A., & Stifter, C. A. (2012). Longitudinal antecedents of executive function in preschoolers. Child Development, 83(3), 1022-1036. doi: 10.1111/j.1467-8624.2012.01756.x pmid: 22469209
[18]	Cuevas, K., & Bell, M. A. (2014). Infant attention and early childhood executive function. Child Development, 85(2), 397-404.
[19]	Cuevas, K., Deater-Deckard, K., Kim-Spoon, J., Watson, A. J., Morasch, K. C., & Bell, M. A. (2014). What’s mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Developmental Science, 17(2), 224-238. doi: 10.1111/desc.2014.17.issue-2 URL
[20]	de Bellis, M. D. (2001). Developmental traumatology: The psychobiological development of maltreated children and its implications for research, treatment, and policy. Development and Psychopathology, 13(3), 539-564. pmid: 11523847
[21]	Devine, R. T., Ribner, A., & Hughes, C. (2019). Measuring and predicting individual differences in executive functions at 14 Months: A longitudinal study. Child Development, 90(5), e618-e636.
[22]	Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood:Cognitive functions, anatomy, and biochemistry. In D. Stuss & R. Knight (Eds.), Principles of frontal lobe function (pp.466-503). New York: Oxford.
[23]	Frick, M. A., Forslund, T., & Brocki, K. C. (2019). Does child verbal ability mediate the relationship between maternal sensitivity and later self-regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology, 60(2), 97-105. doi: 10.1111/sjop.2019.60.issue-2 URL
[24]	Frick, M. A., Forslund, T., Fransson, M., Johansson, M., Bohlin, G., & Brocki, K. C. (2018). The role of sustained attention, maternal sensitivity, and infant temperament in the development of early self-regulation. British Journal of Psychology, 109(2), 277-298. doi: 10.1111/bjop.2018.109.issue-2 URL
[25]	Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60 doi: 10.1037/0033-2909.134.1.31 URL
[26]	Gartstein, M. A., & Rothbart, M. K. (2003). Studying infant temperament via the Revised Infant Behavior Questionnaire. Infant Behavior and Development, 26(1), 64-86. doi: 10.1016/S0163-6383(02)00169-8 URL
[27]	Gunnar, M. R., & Vazquez, D. (2006). Stress neurobiology and developmental psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Vol 2. Developmental Neuroscience (2^nd ed.; pp. 533-577). Hoboken, NJ: Wiley
[28]	Guy, M. W., Reynolds, G. D., & Zhang, D. (2013). Visual attention to global and local stimulus properties in 6-month- old infants: Individual differences and event-related potentials. Child Development, 84(4), 1392-1406. doi: 10.1111/cdev.12053 URL
[29]	Hendry, A., Jones, E. J. H., & Charman, T. (2016). Executive function in the first three years of life: Precursors, predictors and patterns. Developmental Review, 42, 1-33. doi: 10.1016/j.dr.2016.06.005 URL
[30]	Holochwost, S. J., Gariépy, J.-L., Propper, C. B., Gardner-Neblett, N., Volpe, V., Neblett, E., & Mills-Koonce, W. R. (2016). Sociodemographic risk, parenting, and executive functions in early childhood: The role of ethnicity. Early Childhood Research Quarterly, 36, 537-549. doi: 10.1016/j.ecresq.2016.02.001 URL
[31]	Johansson, M., Marciszko, C., Brocki, K., & Bohlin, G. (2016). Individual differences in early executive functions: A longitudinal study from 12 to 36 months. Infant and Child Development, 25(6), 533-549. doi: 10.1002/icd.v25.6 URL
[32]	Kim, S., & Kochanska, G. (2012). Child temperament moderates effects of parent-child mutuality on self-regulation: A relationship-based path for emotionally negative infants. Child Development, 83(4), 1275-1289. doi: 10.1111/cdev.2012.83.issue-4 URL
[33]	Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220-232. pmid: 10749079
[34]	Komsi, N., Räikkönen, K., Pesonen, A.-K., Heinonen, K., Keskivaara, P., Järvenpää, A.-L., & Strandberg, T. E. (2006). Continuity of temperament from infancy to middle childhood. Infant Behavior and Development, 29(4), 494-508. doi: 10.1016/j.infbeh.2006.05.002 URL
[35]	Kraybill, J. H., & Bell, M. A. (2013). Infancy predictors of preschool and post-kindergarten executive function. Developmental Psychobiology, 55(5), 530-538. doi: 10.1002/dev.21057 pmid: 22692790
[36]	Leerkes, E. M., Blankson, A. N., O'Brien, M., Calkins, S. D., & Marcovitch, S. (2011). The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers. Infant & Child Development, 20(6), 353-370.
[37]	Lewis, C., & Carpendale, J. I. (2009). Introduction: Links between social interaction and executive function. New directions for child and adolescent development, 2009(123), 1-15.
[38]	Lin, Q., Wang, Z. Y., Lu, S., Liang, X., He, Q., Wang, Z., & Hu, R. S. (2014). Internal working models of toddlers: A bridge from maternal sensitivity to toddlers’ attachment Behaviors. Acta Psychologica Sinica, 46(3), 353-366. doi: 10.3724/SP.J.1041.2014.00353 URL
	[ 林青, 王争艳, 卢珊, 梁熙, 贺琼, 王朝, 胡若时. (2014). 从母亲的敏感性到学步儿的依恋安全性:内部工作模式的桥梁作用. 心理学报, 46(3), 353-366.]
[39]	Luria, A. R. (1966). Higher cortical functions in man. New York: Basic Books.
[40]	Miller, S. E., & Marcovitch, S. (2015). Examining executive function in the second year of life: Coherence, stability, and relations to joint attention and language. Developmental Psychology, 51(1), 101-114. doi: 10.1037/a0038359 URL
[41]	Moran, G., Pederson, D. R., & Tarabulsy, G. M. (2011). Becoming sensitive to sensitivity:Lessons learned from the development of the Maternal Behavior Q-Sort. In D.W. Davis & C. Logdson (Eds.), Maternal sensitivity: A critical review for practitioners. Haupauge, NY: Nova Publishers
[42]	Nigg, J. T. (2016). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology & Psychiatry, 58(4), 361-383.
[43]	Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87. doi: 10.1111/desc.2005.8.issue-1 URL
[44]	Pederson, D. R., Moran, G., & Bento, S. (2009). Assessing maternal sensitivity and the quality of mother-infant interactions using The Maternal Behavior Q-Sort (MBQS). Pederson-Moran MBQS Manual. (unpublished manuscript). Western University at Ontario, Canada.
[45]	Putnam, S. P., Rothbart, M. K., & Gartstein, M. A. (2008). Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood. Infant and Child Development, 17(4), 387-405. doi: 10.1002/icd.v17:4 URL
[46]	Raikes, H. A., Robinson, J. L., Bradley, R. H., Raikes, H. H., & Ayoub, C. C. (2007). Developmental trends in self-regulation among low-income toddlers. Social Development, 16(1), 128-149. doi: 10.1111/sode.2007.16.issue-1 URL
[47]	Richards, J. E., & Casey, B. J. (1991). Heart rate variability during attention phases in young infants. Psychophysiology, 28(1), 43-53. pmid: 1886963
[48]	Rochette, È., & Bernier, A. (2016). Parenting and preschoolers’ executive functioning: A case of differential susceptibility? International Journal of Behavioral Development, 40(2), 151-161. doi: 10.1177/0165025414557370 URL
[49]	Rose, S. A., & Feldman, J. F. (1997). Memory and speed: Their role in the relation of infant information processing to later IQ. Child Development, 68, 630-641. pmid: 9306643
[50]	Rothbart, M. K. (1981). Measurement of temperament in infancy. Child Development, 52(2), 569-578. doi: 10.2307/1129176 URL
[51]	Rothbart, M. K. (2007). Temperament, development, and personality. Current Directions in Psychological Science, 16(4), 207-212.
[52]	Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality & Social Psychology, 78(1), 122-135.
[53]	Rothbart, M. K., Ellis, L. K., & Posner, M. I. (2013). Temperament and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation, second edition: Research, theory, and applications. New York: Guilford Press.
[54]	Sigman, M., Cohen, S. E., & Beckwith, L. (1997). Why does infant attention predict adolescent intelligence?. Infant Behavior & Development, 20(2), 133-140.
[55]	Suor, J. H., Sturge-Apple, M. L., Davies, P. T., & Jones- Gordils, H. R. (2019). The interplay between parenting and temperament in associations with children's executive function. Journal of family psychology, 33(7), 841-850. doi: 10.1037/fam0000558 URL
[56]	Towe-Goodman, N. R., Willoughby, M., Blair, C., Gustafsson, H. C., Mills-koonce, W. R., & Cox, M. J. (2014). Fathers’ sensitive parenting and the development of early executive functioning. Journal of Family Psychology, 28(6), 867-876. doi: 10.1037/a0038128 pmid: 25347539
[57]	Tardif, T., Fletcher, P., Zhang, Z. X., & Liang, W. L. (2008). Chinese Communicative Development Inventories (Putonghua and Cantonese versions): User's Guide and Manual. Beijing, China: Peking University Medical Press.
	[ Twila, Tardif. (2008). 汉语沟通发展量表使用手册: 普通话及广东话版本. 北京大学医学出版社.]
[58]	Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
[59]	Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44(2), 575-587 doi: 10.1037/0012-1649.44.2.575 URL
[60]	Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A., Chevalier, N., & Espy, K. A. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 108(3), 436-452. doi: 10.1016/j.jecp.2010.08.008 URL
[61]	Wu, H. Z., & Wang, M. Y. (2015). The Developmental Characteristics of Executive Functions and the Influence of Verbal Ability on Children Aged 2 to 3. 5 Years Old. Psychological Development and Education, 31(6), 654-660.
	[ 吴慧中, 王明怡. (2015). 2-3.5岁岁儿童执行功能发展特点及其言语能力的影响. 心理发展与教育, 31(6), 654-660.]
[62]	Zelazo, P. D. (2013). Developmental psychology:A new synthesis. In P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology (Vol. 1, pp. 3-12). New York, NY: Oxford University Press.

变量	1	2	3	4	5	6	7	8	9	10	11	12	13
1. T1母亲敏感性	1.00
2. T1外向性	0.01	1.00
3. T1消极情绪性	-0.12	0.18^*	1.00
4. T1调节性	0.04	0.52^**	-0.23^**	1.00
5. T1最长注视时长	0.18^*	0.06	-0.01	0.14	1.00
6. T2多位置寻找任务	0.01	0.11	0.01	0.06	0.17^*	1.00
7. T2形状Stroop任务	-0.02	-0.07	-0.04	0.02	0.02	0.05	1.00
8. T2逆转分类任务	0.09	0.00	0.05	-0.04	-0.01	-0.01	0.03	1.00
9. T2延迟满足任务	0.08	0.10	0.02	0.00	0.22^*	0.03	-0.04	0.03	1.00
10. T2日龄	0.01	-0.12	-0.03	-0.17^*	-0.10	0.03	0.07	0.10	-0.13	1.00
11. T2语言	0.11	0.02	0.10	0.03	-0.09	-0.00	0.22^*	0.03	0.15⁺	0.05	1.00
12. T2母亲受教育水平	0.11	0.00	0.01	0.01	0.02	0.15⁺	0.07	0.15⁺	0.16⁺	0.06	-0.02	1.00
13. T2父亲受教育水平	0.07	-0.09	-0.09	0.05	0.08	0.05	0.17⁺	0.11	0.22^*	0.06	0.06	0.51^**	1.00
M	0.37	4.6	3.32	5.05	13.65	8.38	5.6	0.48	66.45	754.67	502.41	4.14	4.17
SD	0.2	0.71	0.75	0.65	3.44	3.44	3.78	0.33	71.21	30.92	251.43	0.81	0.82
N	153	153	153	153	145	151	140	138	150	163	154	149	154

变量	1	2	3	4	5	6	7	8	9	10	11	12	13
1. T1母亲敏感性	1.00
2. T1外向性	0.01	1.00
3. T1消极情绪性	-0.12	0.18^*	1.00
4. T1调节性	0.04	0.52^**	-0.23^**	1.00
5. T1最长注视时长	0.18^*	0.06	-0.01	0.14	1.00
6. T2多位置寻找任务	0.01	0.11	0.01	0.06	0.17^*	1.00
7. T2形状Stroop任务	-0.02	-0.07	-0.04	0.02	0.02	0.05	1.00
8. T2逆转分类任务	0.09	0.00	0.05	-0.04	-0.01	-0.01	0.03	1.00
9. T2延迟满足任务	0.08	0.10	0.02	0.00	0.22^*	0.03	-0.04	0.03	1.00
10. T2日龄	0.01	-0.12	-0.03	-0.17^*	-0.10	0.03	0.07	0.10	-0.13	1.00
11. T2语言	0.11	0.02	0.10	0.03	-0.09	-0.00	0.22^*	0.03	0.15⁺	0.05	1.00
12. T2母亲受教育水平	0.11	0.00	0.01	0.01	0.02	0.15⁺	0.07	0.15⁺	0.16⁺	0.06	-0.02	1.00
13. T2父亲受教育水平	0.07	-0.09	-0.09	0.05	0.08	0.05	0.17⁺	0.11	0.22^*	0.06	0.06	0.51^**	1.00
M	0.37	4.6	3.32	5.05	13.65	8.38	5.6	0.48	66.45	754.67	502.41	4.14	4.17
SD	0.2	0.71	0.75	0.65	3.44	3.44	3.78	0.33	71.21	30.92	251.43	0.81	0.82
N	153	153	153	153	145	151	140	138	150	163	154	149	154

变量	第一层			第二层			第三层
变量	β	t	p	β	t	p	β	t	p
儿童日龄	0.11	1.18	0.24	0.12	1.26	0.21	0.13	1.42	0.16
父亲受教育水平	-0.02	-0.17	0.87	-0.02	-0.19	0.85	-0.03	-0.27	0.79
母亲受教育水平	0.15	1.36	0.18	0.14	1.31	0.19	0.14	1.31	0.19
词汇表达	0.03	0.33	0.75	0.02	0.20	0.84	-0.001	-0.01	0.99
母亲敏感性				0.07	0.71	0.66	0.04	0.48	0.64
外向性				0.04	0.44	0.48	0.02	0.17	0.87
母亲敏感性×外向性							-0.19	-2.05^*	0.04
R²	0.031			0.037			0.072
ΔR²	0.031			0.006			0.035

变量	第一层			第二层			第三层
变量	β	t	p	β	t	p	β	t	p
儿童日龄	0.11	1.18	0.24	0.12	1.26	0.21	0.13	1.42	0.16
父亲受教育水平	-0.02	-0.17	0.87	-0.02	-0.19	0.85	-0.03	-0.27	0.79
母亲受教育水平	0.15	1.36	0.18	0.14	1.31	0.19	0.14	1.31	0.19
词汇表达	0.03	0.33	0.75	0.02	0.20	0.84	-0.001	-0.01	0.99
母亲敏感性				0.07	0.71	0.66	0.04	0.48	0.64
外向性				0.04	0.44	0.48	0.02	0.17	0.87
母亲敏感性×外向性							-0.19	-2.05^*	0.04
R²	0.031			0.037			0.072
ΔR²	0.031			0.006			0.035

变量	第一层			第二层			第三层
变量	β	t	p	β	t	p	β	t	p
儿童日龄	0.07	0.67	0.50	0.07	0.70	0.49	0.06	0.59	0.56
父亲受教育水平	0.06	0.49	0.63	0.06	0.51	0.61	0.08	0.66	0.51
母亲受教育水平	-0.03	-0.27	0.79	-0.03	-0.26	0.80	-0.06	-0.52	0.61
词汇表达	0.20	2.06	0.04	0.23	2.22	0.03	0.20^*	2.00	0.05
母亲敏感性				-0.06	-0.61	0.54	-0.004	-0.04	0.97
最长注视时长				0.08	0.77	0.44	-0.10	-0.76	0.45
母亲敏感性×最长注视时长							0.28	2.27^*	0.03
R²	0.049			0.057			0.106
ΔR²	0.049			0.008			0.049