Psychobiology of Cognitive Development

描述（由申请人提供）：已经有很多概念性的工作提出，在非常早期的儿童时期，认知和情感之间存在发展中的相互关系，以及到学龄时认知和情感完全整合的建议。然而，很少有关于认知-情绪发展的经验数据。本申请描述了一项纵向研究，旨在调查婴儿期和幼儿期认知和情绪的整合发展。这项研究的独特之处在于，它在心理生物学理论框架内建立了认知-情感关系，从而专注于这种整合的生理和行为指标。我们建议，神经机制和由此产生的监管技能与发展的气质相关的注意力控制是至关重要的定义的认知和情感发展的轨迹。本研究的一个创新之处是将母亲的行为纳入对新兴认知-情感关系的考察中。这项拟议的研究有五个评估点（5，10个月; 2，3，4年），并有可能作出重大贡献的早期发展的研究从婴儿期到幼儿期的过渡。首先，通过提供关于工作记忆、情绪调节和注意力控制这三个发展过程轨迹的纵向数据，它将对我们了解这三个发展过程的发展做出重大贡献。其次，它将允许检查新兴的认知-情绪关系和假设的作用，注意力控制影响工作记忆和情绪调节的发展。第三，它将提供有关儿童气质和父母对工作记忆，注意力控制和情绪调节的发展轨迹的贡献的信息。创新在于多个行为和生理（脑电图，心电图）的措施，用于评估结构的工作记忆，注意力控制和情绪调节。设计和概念框架使这个建议新颖和关键的理解心理健康的发展。在我们开始研究这种整合在某些儿童身上是如何误入歧途的之前，我们必须先了解认知-情绪互动是如何发展的，从而导致与心理健康问题相关的自我调节极端化，以及与认知处理和学校表现相关的复杂性。

DESCRIPTION (provided by applicant): There has been much conceptual work proposing that there are developing interrelations between cognition and emotion during very early childhood, as well as the suggestion that cognition and emotion are fully integrated by school age. There are, however, few empirical data on cognition-emotion development. This application describes a longitudinal study designed to investigate the integrative development of cognition and emotion during infancy and early childhood. The unique feature of this study is that it grounds cognition-emotion relations within a psychobiological theoretical framework, thus focusing on physiological as well as behavioral indices of this integration. We propose that the neural mechanisms and resulting regulatory skills associated with developing temperament-related attentional control are critical for defining the trajectories of both cognitive and emotional development. An innovative feature of this study is the incorporation of maternal behaviors into the examination of emerging cognition-emotion relations. This proposed study has five assessment points (5, 10 months; 2, 3, 4 years) and has the potential to make a significant contribution to the study of early development across the transition from infancy through early childhood. First, it will make a significant contribution to our knowledge of the development of working memory, emotion regulation, and attentional control in early development by providing longitudinal data on the trajectories of these three developmental processes. Second, it will allow for examination of emerging cognition-emotion relations and the hypothesized role of attentional control to impact the development of both working memory and emotion regulation. Third, it will provide information on the contributions of child temperament and parenting on the developmental trajectories of working memory, attentional control, and emotion regulation. Innovation lies in the multiple behavioral and physiological (EEG, ECG) measures used to assess the constructs of working memory, attentional control, and emotion regulation. The design and conceptual framework make this proposal novel and critical for understanding mental health development. We must understand how cognition-emotion interaction typically develops before we can begin to examine how this integration might go astray in some children, leading to extremes in self-regulation associated with problems in mental health and associated complexities in cognitive processing and school performance.