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Temperment, Psychobiological and Cognitive Predictors

气质、心理生物学和认知预测因素

基本信息

批准号：
8109376
负责人：
Lynne VERNON-FEAGANS
金额：
$ 45.53万
依托单位：
UNIV OF NORTH CAROLINA CHAPEL HILL
依托单位国家：
美国
项目类别：
财政年份：
2002
资助国家：
美国
起止时间：
2002-07-01 至
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/8109376
关键词：
3 year old 5 year old Accounting Address Affect Age Age-Months Attention Behavior Betula Genus Birth Caregivers Characteristics Child Child Development Child Language Childhood Cognition Cognitive Communities Competence Cross-Sectional Studies Data Data Collection Development Developmental Delay Disorders Diamond Emotional Emotional Stress Emotions Environment Exhibits Face Failure Family Family Characteristics Family Process Follow-Up Studies Fostering Funding Grant Growth Home environment Impulsivity Income Infant Informal Social Control Instruction Intelligence Joints Knowledge Language Language Development Learning Life Location Low income Mathematics Measurement Measures Mediating Mediator of activation protein Modeling National Institute of Child Health and Human Development Nature North Carolina Nursery Schools Outcome Parenting behavior Parents Pennsylvania Performance Phase Physiological Population Poverty Process Readiness Regulation Reporting Research Resources Risk Risk Factors Rural Rural Community Sampling School-Age Population Schools Sensitivity and Specificity Short-Term Memory Social Adjustment Social Development Social Policies Social Welfare Stress Testing Time Toddler Work disability early childhood early experience emotion regulation executive function expectation experience high risk infancy literacy mathematical ability population based programs psychobiologic response second grade social social skills success teacher theories

项目摘要

The development of self-regulation in early childhood is understood to be foundational for later cognitive and social development and early success in school. However, knowledge of relations among cognitive and social-emotional aspects of self-regulation in childhood and the relation of child characteristics and early experience to developing self-regulation is quite limited. Prior short-term longitudinal and cross-sectional studies have been conducted with relatively small and homogenous samples and employed a limited array of measures. To address the limitations of prior work, this competing continuation application for Project 1 of the Family Life Project program project will test a developmental psychobiological model of emeriging selfregulation in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed emotion and stress reactivity collected in the first phase of our project at child ages 6, 15, and 24 months will be related to developmental trajectories for executive function (EF) and social-emotional self-regulation at time points ranging from age 36 months through the 2nd grade. Trajectories for EF and social-emotional self-regulation will then be related to measures of academic and social progress in school. A unique feature of this program project is the ability to place relations among early emotion and stress reactivity, developing self-regulation, and early school progress in context. We propose that the development of EF and social-emotional self-regulation will be most compromised in children characterized by high and sustained levels of emotional and stress reactivity during infancy and toddlerhood living in homes in which parenting and contextual risk is high and stable from infancy through the early school years. However, we also expect that this risk can be moderated by preschool and early school experiences that promote language development, foster supportive relationships with teachers, and promote early literacy and math abilities. By combining detailed assessment of emerging child self-regulation in Project 1 with the measurement of family processes in Project 3 and the measurement of child language development and the context of early schooling in Project 2, this program project provides an overall breadth and depth of measurement that could not be accomplished within the constraints of a single study.

儿童早期自我调节能力的发展被认为是后来认知和行为能力发展的基础