COGNITIVE COMPETENCE IN INFANCY: ORIGINS AND DEVELOPMENT

婴儿时期最早的认知表现是什么？什么是 个体差异的起源、原因和机制 认知能力的提升？而且，什么预测价值具有认知 婴儿期身高对儿童认知能力的影响。这项研究 这里提出的计划旨在确定起源、早期表达和 通过对婴儿的分析，揭示婴儿期认知能力的含义， 母亲，以及这两个委托人处理孩子第一次 四年的生活。这项研究计划既是由认知驱动的 理论(与心理表征的核心重要性有关)和 发展理论(与婴儿和照顾者的交易有关)。一个 将对一小批婴儿进行纵向跟踪。在 实验室、检测、辨别和识别能力 两个月后评估习惯化、再认记忆和跨模式 在六个月时转移，因为他们提供了精神表征的证据 随着他们预测分类、语言、游戏和 智商在一到四年之间。这些认知数据将是 在每个评估期补充婴儿的观察 并对母婴气质进行描述性编码和微观分析 互动。因此，研究将婴儿和父母拥抱在一起进行追溯 两者之间的纵向交易模式，它被设计为 对婴儿和母亲进行多点评估，以便进行因果分析 发展。此外，这项研究的重点是 个别婴儿和母婴二元组以及各年龄组趋势。 这项研究计划承诺阐明基本的模式和过程 正常的认知发展。而且，这一点的实现 研究期待着设计、建设和实施 正常婴儿的认知增强计划及干预 以及针对出生时有风险的婴儿的补救计划 发育迟缓在生物学上、认知上或社会上造成发育迟缓的

What are the earliest expressions of cognition in infancy? What are the origins, causes, and mechanisms by which individual differences in cognitive competence arise? And, what predictive value has cognitive stature in infancy for cognitive competence in childhood. The research program proposed here seeks to identify origins, early expressions, and implications of cognitive competence in infancy through analyses of infant, mother, and the ways these two principals transact over the child's first four years of life. This research program is driven both by cognitive theory (related to the central importance of mental representation) and by developmental theory (related to transactions of infant and caregiver). A small cohort of infants will be followed longitudinally. In the laboratory, detection, discrimination, and recognition abilities will be assessed at two months and habituation, recognition memory, and cross-modal transfer at six months as they give evidence of mental representation and as they predict the growth of categorization, language, play, and intelligence between one and four years. These cognitive data will be supplemented at each assessment period with observations of infant temperament and with descriptive coding and microanalysis of mother-infant interaction. Thus, the research embraces infant and parent to trace longitudinally transactional patterns between the two, and it is designed to assess infant and mother at multiple points to permit causal analyses of development. Further, the research focuses on patterns of change in individual infants and mother-infant dyads as well as on age-group trends. This research program promises to illuminate basic patterns and processes of normal cognitive development. Moreover, the accomplishment of this research looks forward to the design, construction, and implementation of cognitive enhancement programs for normal infants as well as intervention and remediation programs for infants who have been born at risk biologically, cognitively, or socially for developmental delay.