Scientific and Administrative Core

科学和行政核心

• 批准号: 7813310
• 负责人: DAVID A WASHBURN
• 金额: $ 22.94万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-12-01 至 2014-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7813310
• 关键词: Adult; Animals; Attention; Behavior; Behavioral; Capuchin Monkey; Child; Child Behavior; Cognition; Cognitive; Cognitive Science; Collaborations; Comparative Psychology; Data; Development; Documentation; Face; Funding; Genetic; Growth; Human; Individual; Intervention; Language; Language Development; Learning; Literature; Macaca mulatta; Maintenance; Memory; National Institute of Child Health and Human Development; Neuropsychology; Organism; Pan Genus; Perception; Performance; Pongidae; Population; Primates; Problem Solving; Recording of previous events; Research; Research Personnel; Research Project Grants; Research Support; Resources; Role; Scientist; Structure; Sum; Task Performances; Technology; Testing; Time; Training; Universities; Work; animal resource; base; brain size; combinatorial; cost; data sharing; developmental psychology; disability; executive function; experience; language training; neuroimaging; nonhuman primate; operation; programs; social; web site

This new program-project proposal reflects the next step in a unique, productive, and important program of research that spans comparative psychology, cognitive psychology, developmental psychology, and neuropsychology. Funding from NICHD serves as the majority means of support for the research at the Language Research Center at Georgia State University, a world-renowned resource for the study of language and cognition across primate species. A colony of unique and wonderful animals have been raised, trained, maintained and tested with NICHD support to communicate and to comprehend, to count and to perform elementary combinatorial operations, and to demonstrate a range of other cognitive abilities that make them singularly suitable for comparison to human adults and children. The historical antecedents of the present proposal are outlined below. In the eartier funding cycles at the Language Research Center, scientists examined the degree to which apes could acquire human-like language. They further explored the applicability of principles derived from this research into intervention for children with communicative disabilities. In the most recent funding cycles, our research focus shifted to "How does language training alter cognitive competency?" That is, "What can an organism do following language training that it couldn't do otherwise?" or more broadly, "What is the role of language in cognition?" Answering these questions involves the documentation of the cognitive abilities of language-experienced apes, comparison of these apes' performance with task performance by chimpanzees without language training (including those tested by our scientists as well as those in the literature), examination of what other nonhuman primates (e.g., rhesus monkeys) can do in the absence of language abilities, and comparison of nonhuman pnmates' cognitive abilities to those observed for human adults and children with normal language development. In the present proposal, we continue and significantly expand this tradition, including again the comparison of nonhuman primate behavior to the behavior of children and adults as a research strategy and intervention with specific populations of children and adults in a translational strategy. At the same time, the present programproject represents a significant expansion with respect to nonhuman primate species being studied. With the acquisition of a capuchin monkey colony at the Language Research Center, our capacity is much greater for comparing cognitive competencies across three nonhuman species (with very different brain sizes and developments, very different social structures, and very different documented learning histories). Finally, the present proposal also represents an expansion with respect to number and range of cognitive competencies to be studied, as we propose to test the generality across species of principles denved from the systematic study of learning, perception, attention, executive function, metacognition, categorization, memory, behavioral selfregulation, and problem solving. Given this growth, it was determined that the present proposal was better cast as a new program-project rather than as a continuation of our previous research program.

这个新的计划项目提案反映了一个独特的、富有成效的、重要的研究计划的下一步，该研究计划涵盖比较心理学、认知心理学、发展心理学和神经心理学。 NICHD 的资助是佐治亚州立大学语言研究中心研究的主要支持手段，该中心是研究灵长类动物语言和认知的世界知名资源。在 NICHD 的支持下，一群独特而奇妙的动物被饲养、训练、饲养和测试，以进行交流、理解、计数和执行基本的组合操作，并展示一系列其他认知能力，使它们非常适合与人类成人和儿童进行比较。现今的历史前因 提案概述如下。 在语言研究中心早期的资助周期中，科学家们研究了猿类获得类人语言的程度。他们进一步探讨了这项研究中得出的原则对沟通障碍儿童干预的适用性。在最近的资助周期中，我们的研究重点转向“语言训练如何改变认知能力？”也就是说，“有机体在接受语言训练后能做什么，否则它就做不到？”或者更广泛地说，“语言在认知中的作用是什么？”回答这些问题涉及记录有语言经验的猿类的认知能力，将这些猿类的表现与未经语言训练的黑猩猩的任务表现进行比较（包括我们的科学家以及文献中测试的那些），检查其他非人类灵长类动物（例如恒河猴）在没有语言能力的情况下可以做什么，以及将非人类灵长类动物的认知能力与那些没有语言训练的黑猩猩进行比较。 在语言发育正常的成人和儿童中观察到。 在目前的提案中，我们继续并显着扩展了这一传统，包括再次将非人类灵长类动物的行为与儿童和成人的行为进行比较作为研究策略，并以转化策略对特定的儿童和成人群体进行干预。与此同时，目前的计划项目代表着正在研究的非人类灵长类物种的显着扩展。通过在语言研究中心获得卷尾猴群体，我们比较三个非人类物种（具有非常不同的大脑大小和发育、非常不同的社会结构以及非常不同的记录学习历史）的认知能力的能力大大增强。最后，本提案还代表了要研究的认知能力的数量和范围的扩展，因为我们建议测试从学习、感知、注意力、执行功能、元认知、分类、记忆、行为自我调节和问题解决的系统研究中得出的各种原则的普遍性。鉴于这种增长，我们确定当前的提案最好作为一个新的计划项目，而不是作为我们之前研究计划的延续。