Intersensory Processing, Developmental Trajectories, and Longitudinal Outcomes

项目摘要 注意力是通向我们所有感知、学习和记忆的大门，而注意力障碍仍然是一种 国家公共卫生问题。尽管我们生活在一个重叠的、动态的、多模式活动的世界里，但很少有 在这种复杂性的背景下，我们知道注意力的发展。婴儿必须学会有选择地 通过检测同步的视觉和声音来处理单一的多模式事件(感觉间处理，IP) (例如，说话者的脸和声音)，并在竞争的环境中灵活地转移和保持注意力 刺激。这些基本技能，我们称之为“多感官注意技能”(面具)，为 语言与社会发展。然而，没有系统的数据库来描述早期典型的 开发这些基础面具或通过它们导致最佳的发展途径 结果。取得进展的一个关键障碍是缺乏适当的个人差异措施 婴儿和儿童。为了解决这些问题，我们创建了第一个用于 评估口罩，并将在这里使用它们来建立第一个发育数据库(跨越3-72个月)，并 模拟从口罩到关键儿童结局的发育路径，这些都依赖于这个基础。我们的 在重叠的视听社会和文化背景下衡量索引IP、注意力维持和转移 非社会事件，需要对个别儿童的熟练程度进行细微的分析， 发展变化和非典型发展的风险。在我目前的R01中，我们正在收集纵向 使用这些方案的107名婴儿的数据，分布在3-36个月。初步结果显示明显的发展 变化和令人印象深刻的与语言和社会成果的关系。在这里，我们基于这些发现通过 测试：a)同样的孩子在48、60和72个月，b)一个新的队列在48、60和72个月，c)两个结果 对成功的儿童功能至关重要的新领域--自我调节/教育和入学准备，以及d) 用事件相关电位研究IP的神经关联。使用尖端的基于扫描电子显微镜的生长曲线和面板建模，我们将 模拟婴儿口罩如何在童年时期发展并级联到这些重要领域。的具体目标 该项目将表征口罩的典型纵向生长，并定义表示风险的值 延迟(目标1)，表征从面具到语言和社交能力的路径的测试模型(目标2)， 以及自我调节/教育和就学准备(目标3)。48、60和72个月的更大样本将使我们能够 为了更详细地测试假设的和替代的发展路径模型，评估实践 探讨IP的作用及神经相关因素。这些发现将通过提供第一个 开发过程的工具、数据和知识库，基本面具通过这些工具、数据和知识库发挥重要作用 儿童时期的结果。这有可能催化多感官注意研究的转变，符合 当前发展科学的转变，侧重于个体差异和发展变化--a 识别非典型发展和指导干预措施所需的分析水平。

Project Summary Attention is the gateway to all we perceive, learn and remember, and disorders of attention continue to be a national public health concern. Although we live in a world of overlapping, dynamic, multimodal events, little is known about the development of attention in the context of this complexity. Infants must learn to selectively attend to unitary multimodal events (intersensory processing, IP) by detecting synchronous sights and sounds (e.g., face and voice of a speaker) and to flexibly shift and maintain attention in the context of competing stimulation. These basic skills, which we call “multisensory attention skills” (MASks), provide a cornerstone for language and social development. However, there is no systematic database characterizing the early typical development of these foundational MASks or the developmental pathways through which they lead to optimal outcomes. A key obstacle to progress has been the lack of individual difference measures appropriate for infants and children. To address these issues we have created the first individual difference protocols for assessing MASks, and will use them here to build the first developmental database (across 3-72 mos), and to model developmental pathways from MASks to critical child outcomes that rely on this foundation. Our measures index IP, attention maintenance, and shifting in the context of overlapping audiovisual social and nonsocial events at a grain of analysis needed for characterizing the proficiency of individual children, developmental change, and risk for atypical development. In my current R01, we are collecting longitudinal data for 107 infants across 3-36 mos using these protocols. Preliminary results show clear developmental change and impressive relations with language and social outcomes. Here, we build on these findings by testing: a) the same children at 48, 60, and 72 mos, b) a new cohort at 48, 60, and 72 mos, c) outcomes in two new domains critical for successful childhood functioning—self-regulation/EF and school readiness, and d) neural correlates of IP using ERPs. Using cutting-edge SEM-based growth curve and panel modeling, we will model how infant MASks develop and cascade to these important domains in childhood. The specific aims of this project are to characterize the typical longitudinal growth of MASks and define values signifying risk for delays (Aim 1), test models characterizing pathways from MASks to language and social competence (Aim 2), and to self-regulation/EF and school readiness (Aim 3). The larger sample at 48, 60, and 72 mos will enable us to test hypothesized and alternative models of developmental pathways in greater detail, assess practice effects and explore neural correlates of IP. Findings will advance theory and methodology by providing the first tools, data, and knowledge base of developmental processes through which basic MASks impact important outcomes in childhood. This has potential to catalyze a shift in the study of multisensory attention in line with the current shift in developmental science, focusing on individual differences and developmental change—a level of analysis necessary for identifying atypical development and guiding interventions.