Affect and Cerebral Asymmetry: A Developmental Approach

在生命的头四年里，孩子们发展了与熟悉和陌生的同龄人以及成年人在社交环境中互动的技能 举止得体。他们学会了在多个环境中调整自己的行为和情绪反应，并发展成 克服最初在与他人接触时的犹豫的技能。然而，在一些情况下，孩子在学习上不太成功 规范社会行为的发展。一些孩子表现出社交退缩，错过了与同龄人互动的机会 并发展友谊。缺乏这样的经历通常与自尊低下和孤僻的人抑郁的迹象有关。 学生时代的孩子们。其他孩子表现出冲动和低挫折耐受性，经常发现自己很投入 在与同龄人和成年人的冲突和斗争中。婴幼儿发展受管制的技能的过程 社会互动包括他们与生俱来的气质风格与支持、指导和照顾行为的相互作用 各种背景，以及某些信息处理技能的发展，以促进从使用外部 支持对内部自立反应的行为调节。为了充分了解这些过程，我们将研究 这些组件中的每一个及其随着时间的推移而相互作用。目前的提案借鉴了四个领域的研究文献： 气质、额叶EEC不对称性、母子互动和社会化以及认知过程在认知过程中的作用 规范和不规范的社会行为的发展。我们建议进行一项纵向研究，在该研究中，我们将选择两种气质 气质上恐惧的婴儿和性情活跃的婴儿。我们会跟踪这些孩子 在生命的前四年，评估他们的气质表达，母亲的照顾模式，以及 执行职能技能。我们将评估这些婴儿的额部脑电不对称性以及随着时间的推移。这项措施已被发现是一项 气质的显著相关性以及我们对额部脑电不对称性和儿童气质的重复评估将提供 早期理解神经发育可塑性和脑行为关系协调的重要模型 童年。我们建议的研究将尝试一种创新的分析方法，即用潜在聚类分析建立增长模型，以便 我们可以辨认出一群孩子，他们的气质表现出特殊的变化或连续性。 时间到了。为了实现这一点，我们将在整个授权期内与不熟悉的同龄人反复评估孩子的社交行为。这 研究计划将确定调节儿童天生气质的重要组成部分，以产生社会上的 适当和规范的社会行为或社会不适当和不适应的不规范的社会行为。

Over the first four years of life children develop the skills to interact with both familiar and unfamiliar peers and adults in a socially appropriate manner. They leam to modulate their behavioral and emotional responses across multiple contexts and they develop skills to overcome initial hesitations to engage others. There are, however, instances, in which children are less successful in the development of regulated social behavior. Some childrendisplay social withdrawal and miss out opportunities to interact with peers and develop friendships. The lack of such experiences is often associated with low self-esteem and signs of depression in withdrawn children during the school years. Other children display impulsivityand low frustration tolerance and often find themselves engaged in conflict and struggles with peers and adults. The processes by which infants and young children develop the skills for regulated social interaction involve the interaction of their inborn temperamental styles with supportive, guiding, caregivtngbehaviors across a variety of contexts, and the development of certain information processing skills that facilitate the transition from the use of external supports in the modulation of behavior to internal self-reliant responses. In order to fully understand these processes, we will study each of these components and their interactions over time. The current proposal draws upon the research literature in four domains: temperament, frontal EEC asymmetry, mother-child interaction and socialization and the role of cognitive processes in the development of regulated and unregulated social behavior. We propose a longitudinal study in which will select two temperament groups, infants who are temperamentally fearful and infants who are temperamentally exuberant. We will follow these children over the first four years of life assessing the expression of their temperament, the pattern of maternal caregiving, and the development of executive function skills. We will assess frontal EEG asymmetry in these infants and over time. This measure has been found to be a significant correlate of temperament and our repeated assessment of frontal EEG asymmetry and child temperament will provide an important model for understanding the plasticity of neural development and the coordination of brain behavior relations in early childhood. Our proposed study will attempt an innovativeanalytical approach, growth modeling with latent cluster analysis so that we might identify clusters of children who show particularpatterns of change or continuity in the expression of temperament over time. To accomplish this we will repeatedly assess the child's social behavior with an unfamiliar peer across ths grant period. This program of research will identify the significant components that mediate a child's inborn temperament to produce either socially appropriate and regulated social behavior or socially inappropriate and maladaptive unregulated social behavior.