DEVELOPMENTAL PATHWAYS TO EARLY COMPETANCE

早期能力的发展途径

• 批准号: 6204935
• 负责人: PETER A ORNSTEIN
• 金额: $ 8.13万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-09-28 至 2000-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6204935
• 关键词: adolescence (12-20); behavioral /social science research tag; child psychology; clinical research; cognition; early experience; family structure /dynamics; generation difference; human subject; language development; longitudinal human study; memory; middle childhood (6-11); mother child interaction; parent offspring interaction; preschool child (1-5); problem solving; social behavior; socioenvironment

DESCRIPTION (Applicant's Abstract): An emerging theme from ongoing work is that of the significant role of language and social communication in the development of children's literacy and memory skills. This unit will conduct three studies designed to clarify the multiple pathways to early cognitive and social competence. The first project is a multi-method, longitudinal investigation in which 2 year-olds who can be grouped together as either "high" or "low" in their language abilities are to be tracked for two years, with a particular emphasis being placed upon the impact of variation in both the family and school environments in shaping changes in literacy- and memory related skills. The second study is conceptually and methodologically linked to the first project and focuses on specific forms of conversational interactions between adults and children that may be most supportive of remembering. Adapting an experimental methodology, some mothers will be instructed to talk with their children in an "elaborative" manner as they participate together in events that are constructed for them. A theme underlying this work is that variation in mother-child conversations about ongoing and previously experienced events may not only impact children's abilities to retrieve information about specific events, but also lead to more general developmental changes in remembering. The third investigation continues the intergenerational follow-up of an investigation begun in the first five years. Two cohorts of 695 female and male participants have been studied over the past 17 years. One cohort was in the 4th grade at the time of original enrollment (n=220), and a second cohort was in the 7th grade (n=475). Members of both cohorts were seen annually through the end of high school. Unit will conduct analyses of the cognitive and social paths of 252 offspring compared to the paths of parents when they, in their own time, were children. Using common measures this study will help bridge across generations and the Unit's domains of social and cognitive inquiry. Taken together, this Unit studies address the following questions: 1. How do children's language skills combine with family and preschool characteristics to produce alternative pathways to cognitive and social competence? 2. How are early family functioning and the home environment linked to developmental change that are important for later school success in children and in parents, in their own time? 3. What are the implications of early parent-child conversational interactions for children's memory and literacy skills? 4. What is the impact of the preschool environment and teacher child interaction patterns on early literacy and memory development.

描述（申请人的摘要）：正在进行的工作的一个新兴主题是 语言和社会交流在人类社会中的重要作用 发展儿童的识字和记忆能力。这个单位将 进行三项研究，旨在阐明早期的多种途径， 认知能力和社会能力。 第一个项目是一个多方法的纵向调查， 2岁的孩子谁可以被归类为“高”或“低”在他们的 语言能力将被跟踪两年，特别是 重点放在家庭和家庭中的变化的影响上， 学校环境在形成识字和记忆方面的变化方面的作用 skills.第二项研究在概念和方法上与 第一个项目，重点是具体形式的对话 成人和儿童之间的互动可能是最支持的 回忆。采用实验方法，一些母亲将 他们被要求以“精心制作”的方式与孩子交谈， 一起参加为他们举办的活动。一个主题 这项工作的基础是母亲和孩子之间关于 正在发生的和以前经历过的事件不仅可能影响儿童的 检索有关特定事件的信息的能力，但也导致 更普遍的记忆发展变化。第三次调查 继续对1998年开始的一项调查采取代际后续行动， 头五年。两组695名女性和男性参与者， 在过去的17年里一直在研究。一个队列是在四年级， 最初入组的时间（n=220），第二个队列是在 7年级（n=475）。这两个队列的成员每年通过 高中毕业的时候该股将进行认知和社会分析， 与父母的路径相比，252个后代的路径， 他们自己的时间，是孩子。使用共同的措施，这项研究将有助于 跨越世代和单位的社会和认知领域的桥梁 查询 综合起来，该股的研究涉及以下问题： 1.孩子的语言能力如何与家庭和学前教育联合收割机结合 特征，以产生认知和社会的替代途径 能力？ 2.早期家庭功能和家庭环境如何与 发展变化，对以后的学校成功很重要， 孩子和父母，在他们自己的时间？ 3.早期亲子对话的含义是什么 互动对孩子的记忆力和读写能力的影响 4.幼儿园环境和教师对幼儿的影响是什么 互动模式对早期识字和记忆发展的影响。