Attention and Memory: Mother-Child Psychophysiology and Behavior

注意力和记忆：母子心理生理学和行为

• 批准号: 7737964
• 负责人: Martha Ann Bell
• 金额: $ 7.37万
• 依托单位: VIRGINIA POLYTECHNIC INST AND ST UNIV
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7737964
• 关键词: 4 year old; Accounting; Achievement; Adult; Age; Attention; Behavior; Behavioral; Biological; Child; Childhood; Classification; Cognition; Cognitive; Complement; Complex; Development; Electroencephalography; Emotional; Environment; Etiology; Family; Family Study; Generations; Genes; Genetic; Individual Differences; Informal Social Control; Investigation; Knowledge; Learning; Link; Literature; Maternal Behavior; Measurement; Measures; Memory; Mothers; Outcome; Parents; Pattern; Performance; Phenotype; Process; Protocols documentation; Psychophysiology; Reading; Role; Schools; Short-Term Memory; Social Development; Socialization; Testing; age group; behavior measurement; caregiving; dyadic interaction; experience; infancy; joint attention; memory process; offspring; public health relevance; relating to nervous system; scaffold; social; theories; transmission process

DESCRIPTION (provided by applicant): Well-regulated attention and memory processes are critical to healthy cognitive development in childhood and beyond. Although nearly all children show dramatic improvements in their self-regulation of these cognitive processes, the etiology of individual differences and this developmental progression is poorly understood. Current theory postulates that bio-social mechanisms are most likely involved, and in particular, that optimal development of self-regulated attention and working memory is promoted not only by certain complements of genes but by co-occurring socialization experiences within the family. The aim of the proposed study of mothers and their 48-month-old children is to conduct a systematic analysis of mother-child similarities and differences in behavioral and psycho-physiological indicators of executive attention and memory, and to examine the role of maternal scaffolding and socialization behavior in these cross-generation links. A growing literature on genetic and neural influences on executive attention and memory suggests that family studies should reveal evidence of moderate effect sizes representing parent-offspring similarity. This similarity could arise from the transmission of genes that influence individual differences in executive attention and memory or the influence of maternal behavior on young children's developing self-regulation of these cognitive processes-although the mechanisms probably involve both. Thus, the first aim of this study is to develop a measurement protocol that permits reliable and valid assessment of adult and 4-year-old phenotypes representing executive attention and memory, evidenced as strong internal and external validity within age-group. The second aim is to investigate whether and how maternal executive attention and memory are associated with 4-year-old biological children's executive attention and memory by estimating the statistical associations between mother and child behavioral and EEG measures. Furthermore, the third aim is to examine how maternal scaffolding behaviors (i.e., engagement of joint attention; encouragement of persistence; age-appropriate demonstration, support, and re-direction) operate in accounting for systematic patterns of mother-child similarity and differentiation. This investigation will focus on behavioral and EEG measures of executive attention and memory, to test whether the behavioral and psycho-physiological levels of analysis reflect similar or distinctive underlying processes in the links between mother and child generations. PUBLIC HEALTH RELEVANCE: Although the care giving environment has been given an essential role in social development, little attention has been given to the role of care giving in the development of complex cognitions, which are associated with school achievement, including reading and math. Because of these critical outcomes, there is a need to examine the development of these cognitive processes and to include both genetic transmission and the influence of maternal behaviors.

描述(由申请者提供)：良好调节的注意力和记忆过程对儿童及以后的健康认知发展至关重要。尽管几乎所有的儿童在对这些认知过程的自我调节方面都表现出了显著的进步，但个体差异和这种发展过程的原因却鲜为人知。目前的理论假设，生物-社会机制最有可能参与其中，特别是自我调节注意力和工作记忆的最佳发展不仅受到某些基因的补充，而且受到家庭中共同出现的社会化经历的促进。这项针对母亲及其48个月大的孩子的研究旨在系统分析母子在执行注意力和记忆的行为和心理生理指标上的异同，并考察母亲的支架和社会化行为在这些跨代联系中的作用。越来越多的关于遗传和神经对执行注意力和记忆的影响的文献表明，家庭研究应该揭示出适度效应大小代表父母-后代相似性的证据。这种相似性可能源于影响个体执行注意力和记忆差异的基因传递，或者母性行为对幼儿发展中对这些认知过程的自我调节的影响--尽管这种机制可能两者都涉及。因此，本研究的第一个目的是开发一种测量方案，允许对代表执行注意和记忆的成人和4岁儿童的表型进行可靠和有效的评估，证据表明该表型在年龄组内具有很强的内部和外部效度。第二个目的是通过估计母子行为和脑电测量之间的统计关联，来调查母亲的执行注意和记忆是否以及如何与4岁生物儿童的执行注意和记忆有关。此外，第三个目标是考察母亲的脚手架行为(即参与共同关注；鼓励坚持；适合年龄的示范、支持和重新定向)是如何解释母子相似和差异的系统模式的。这项调查将重点放在执行注意力和记忆的行为和脑电测量上，以测试行为和心理生理水平的分析是否反映了母子世代之间相似或不同的潜在过程。 与公共健康相关：尽管护理环境在社会发展中起到了至关重要的作用，但很少有人注意到护理在复杂认知发展中的作用，这些认知与学业成绩有关，包括阅读和数学。由于这些关键的结果，有必要检查这些认知过程的发展，并包括遗传传播和母亲行为的影响。