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: 7915685
• 负责人: Martha Ann Bell
• 金额: $ 7.22万
• 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 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7915685
• 关键词: 4 year old; Accounting; Achievement; Adult; Age; Attention; Behavior; Behavioral; Biological; Child; Childhood; 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（由申请人提供）：良好调节的注意力和记忆过程对儿童期及以后的健康认知发育至关重要。虽然几乎所有的儿童在这些认知过程的自我调节方面都有了显着的改善，但个体差异的病因和这种发展进程却知之甚少。目前的理论假设，生物社会机制最有可能参与，特别是，自我调节的注意力和工作记忆的最佳发展不仅是由某些基因的补充，但在家庭内共同发生的社会化经验。拟议的研究的母亲和他们的48个月大的孩子的目的是进行一个系统的分析母子的相似性和差异的行为和心理生理指标的执行注意力和记忆，并检查的作用，母亲的脚手架和社会化行为在这些跨代的链接。越来越多的关于遗传和神经对执行注意力和记忆力影响的文献表明，家族研究应该揭示代表父母-后代相似性的中等效应大小的证据。这种相似性可能来自影响个体执行注意力和记忆力差异的基因的传递，或者来自母亲行为对幼儿发展这些认知过程的自我调节的影响尽管机制可能涉及两者。因此，本研究的第一个目的是开发一个测量协议，允许可靠和有效的评估成人和4岁的表型代表执行注意力和记忆，证明了强大的内部和外部有效性的年龄组内。第二个目的是调查母亲的执行注意力和记忆力是否以及如何与4岁的生物学儿童的执行注意力和记忆力通过估计母亲和儿童的行为和EEG措施之间的统计关联。此外，第三个目的是研究母亲的脚手架行为（即，共同关注;鼓励坚持;与年龄相适应的示范、支持和重新指导）在解释母子相似性和差异性的系统模式方面发挥作用。这项调查将集中在行为和EEG措施的行政注意力和记忆，以测试是否行为和心理生理水平的分析反映了类似或独特的潜在过程之间的联系，母亲和孩子几代人。 公共卫生关系：虽然给予照顾的环境在社会发展中发挥了重要作用，但很少有人关注给予照顾在复杂认知发展中的作用，而复杂认知与学校成绩有关，包括阅读和数学。有必要检查这些认知过程的发展，并包括遗传传递和母体的影响。行为。