An associative learning deficit in 1-year-old infants of depressed mothers: Role of depression duration
Open accessAbstract
The effectiveness of infant-directed speech (IDS) produced by non-depressed mothers for promoting the acquisition of voice-face associations was investigated in 1-year-old children of depressed mothers in a conditioned-attention paradigm. Prior research suggested that infants of mothers with comparatively longer-duration depressive episodes exhibit poorer learning in response to non-depressed mothers' IDS, but duration of depression was confounded with infant age. In the current study, 1-year-old infants of currently depressed mothers with relatively longer-duration depressive episodes (i.e., perinatal onset) showed significantly poorer learning than 1-year-olds of currently depressed mothers with relatively shorter duration depressive episodes (non-perinatal onset). This was true despite the fact that there were no measurable differences in the severity of depression, level of social functioning, or antidepressant medication use between the two groups. These findings add support to the hypothesis that there is an experience-based change in responsiveness to female IDS in infants of depressed mothers during the first year of life.
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Exposure to prosodic exaggerations in IDS is positively associated with early communicative development.
“Neurophysiological studies provide further evidence that exposure to prosodic exaggerations in IDS is positively associated with early communicative development.”
From Effect of maternal depression on infant-directed speech to prelinguistic infants: Implications for language development (2020) · cites this paper as [11]
The Abstract describes IDS as prosodically exaggerated and says it can facilitate infant learning; the Discussion says prosodic cues eventually aid linguistic processing (page numbers unavailable). But this paper uses a conditioned-attention measure of voice–face associative learning, not neurophysiological measures or an assessment of early communicative development. It therefore supports a related, narrower point rather than the claim as stated. (LLM, conf=0.84)
Experimental — accuracy not yet measuredExperience with responsive maternal interactions including IDS with heightened vocal emotion scaffolds general learning mechanisms in young infants.
“For example, one study showed that experience with responsive maternal interactions including IDS with heightened vocal emotion scaffolds general learning mechanisms in young infants [11].”
From Effect of maternal depression on infant-directed speech to prelinguistic infants: Implications for language development (2020) · cites this paper as [11]
The Discussion (page not provided) suggests that IDS from a sensitive, contingent partner is more effective for infant learning, and the paper reports an association between maternal depression duration and infants’ voice–face learning. But this study presented recorded speech and faces independently of infants’ behavior; it did not show that responsive maternal interactions scaffold general learning mechanisms. (LLM, conf=0.86)
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- Authors
- Kaplan, P. S., Danko, C. M., Diaz, A., & Kalinka, C. J.
- Affiliations
- University of Colorado Denver (US)
- Venue
- Infant Behavior and Development
- Publisher
- Elsevier BV
- Published
- 2011-02
- Volume
- 34
- Issue
- 1
- Pages
- 35-44
- ISSN
- 0163-6383 (ISSN-L)
- PMC
- PMC3957177
- OpenAlex
- W2052318813
- Cited by
- 29
- References
- 69
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 2 · 2018: 2 · 2016: 3 · 2015: 1 · 2014: 3 · 2013: 5 · 2012: 3
- FWCI
- 4.91
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Infant Behavior and Development (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD049732)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Maternal Mental Health During Pregnancy and Postpartum
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- maternal depression, infant-directed speech, associative learning, depression duration, perinatal depression, infant attention, one-year-old children, mother-infant interaction
- MeSH terms
- Acoustic Stimulation, Adult, Association Learning, Chronic Disease, Depressive Disorder, Educational Status, Female, Humans, Infant, Learning Disabilities, Male, Psychiatric Status Rating Scales, Socioeconomic Factors, Speech, Time Factors, Child of Impaired Parents, Diagnostic and Statistical Manual of Mental Disorders
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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