Type of Document Master's Thesis Author Angeli, Nicolle Author's Email Address nangeli1@student.gsu.edu URN etd-07052005-194208 Title Temperament, Joint Engagement, and Language Skills in Toddlers Degree Master of Arts Department Psychology Advisory Committee
Advisor Name Title Lauren Adamson Committee Chair Chris Henrich Committee Member Frank Floyd Committee Member Roger Bakeman Committee Member Keywords
- Language Skills
- Emotion-regulation
- Shyness
- Temperament
- Joint Engagement
Date of Defense 2004-11-19 Availability unrestricted Abstract This study investigated how emotion-regulation would moderate the relationship between shyness and joint engagement and how joint engagement would mediate the relationship between shyness and language skills.Fifty-three mother-child dyads were observed in the laboratory according to the Communication Play Protocol (Adamson & Bakeman, 1999) when the toddlers were 24 and 30 months of age. Mothers completed the Temperament Behavior Assessment Questionnaire-Revised (Rothbart & Goldsmith, unpublished). Toddlers also completed the Peabody Picture Vocabulary Test-III (PPVT-III; Dunn & Dunn, 1997) and Expressive Vocabulary Test (EVT; Williams, 1997).
The relationship between shyness and the percentage of time spent in non-symbol-infused coordinated joint engagement was moderated by a toddler’s ability to self-soothe. Shyer toddlers had significantly lower receptive language scores than less shy toddlers, and this relationship was partially mediated by the percentage of time toddlers spent in symbol-infused supported and coordinated joint engagement states.
INDEX WORDS: Temperament, Shyness, Emotion-regulation, Language Skills, Joint Engagement
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