Temperment, Psychobiological and Cognitive Predictors
Temperment, Psychobiological and Cognitive Predictors
批准号:
8109376
负责人:
Lynne VERNON-FEAGANS
金额:
$45.53万
依托单位国家:
美国
项目类别:
财政年份:
2002
资助国家:
美国
项目状态:
未结题
起止时间:
2002-07-01 至
关键词:
3 year old5 year oldAccountingAddressAffectAgeAge-MonthsAttentionBehaviorBetula GenusBirthCaregiversCharacteristicsChildChild DevelopmentChild LanguageChildhoodCognitionCognitiveCommunitiesCompetenceCross-Sectional StudiesDataData CollectionDevelopmentDevelopmental Delay DisordersDiamondEmotionalEmotional StressEmotionsEnvironmentExhibitsFaceFailureFamilyFamily CharacteristicsFamily ProcessFollow-Up StudiesFosteringFundingGrantGrowthHome environmentImpulsivityIncomeInfantInformal Social ControlInstructionIntelligenceJointsKnowledgeLanguageLanguage DevelopmentLearningLifeLocationLow incomeMathematicsMeasurementMeasuresMediatingMediator of activation proteinModelingNational Institute of Child Health and Human DevelopmentNatureNorth CarolinaNursery SchoolsOutcomeParenting behaviorParentsPennsylvaniaPerformancePhasePhysiologicalPopulationPovertyProcessReadinessRegulationReportingResearchResourcesRiskRisk FactorsRuralRural CommunitySamplingSchool-Age PopulationSchoolsSensitivity and SpecificityShort-Term MemorySocial AdjustmentSocial DevelopmentSocial PoliciesSocial WelfareStressTestingTimeToddlerWorkdisabilityearly childhoodearly experienceemotion regulationexecutive functionexpectationexperiencehigh riskinfancyliteracymathematical abilitypopulation basedprogramspsychobiologicresponsesecond gradesocialsocial skillssuccessteachertheories
中文摘要
幼儿期自我调节的发展被认为是以后认知和行为能力的基础。
社会发展和在学校的早期成功。然而,对认知和
儿童期自我调节的社会情感方面以及儿童特征与早期
发展自律的经验相当有限。先前短期纵向和横截面
研究已经用相对较小和均匀的样品进行,并采用了有限的一系列
措施为了解决先前工作的局限性,
家庭生活计划项目将测试一种新出现的自我调节的发展心理生物学模型
在一项以人口为基础的抽样调查中,1,292名儿童和家庭主要是低收入家庭,
北卡罗来纳州和宾夕法尼亚州的农村社区。观察到的情绪和压力反应的测量
在我们项目的第一阶段收集的6、15和24个月大的儿童的发育情况将与
执行功能(EF)和社会情绪自我调节的轨迹,从年龄
36个月到二年级。EF和社会情绪自我调节的轨迹将是
与学校学术和社会进步的衡量标准有关。该项目的一个独特之处是
在早期情绪和压力反应之间建立关系的能力,发展自我调节,
学校的发展背景。我们认为,EF和社会情绪自我调节的发展将
在儿童中最容易受到损害,其特点是情绪和压力水平高且持续
生活在养育和环境风险高的家庭中的婴儿和幼儿期的反应,
从婴儿期到上学早期都很稳定。不过,我们也预计,这种风险可以得到缓和
学前和早期学校的经验,促进语言发展,培养支持
与教师的关系,并促进早期识字和数学能力。通过结合详细的评估
在项目1中对儿童自我调节的新出现进行了评估,在项目3中对家庭过程进行了评估,
儿童语言发展的测量和项目2早期教育的背景下,该计划
项目提供了一个全面的广度和深度的衡量,不能完成内
单一研究的局限性。
英文摘要
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.
期刊论文(0)
专著(0)
科研奖励(0)
会议论文
An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories
-
批准号:9279205
-
项目类别:
-
资助金额:$56.23万
-
财政年份:2014
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories
-
批准号:9081616
-
项目类别:
-
资助金额:$58.54万
-
财政年份:2014
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
An Epidemiological and Longitudinal Study of Rural Child Literacy Trajectories
-
批准号:8747177
-
项目类别:
-
资助金额:$63.99万
-
财政年份:2014
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children Living in Rural Poverty: Phase 3 of the Family Life Project
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批准号:8720271
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项目类别:
-
资助金额:$40.0万
-
财政年份:2013
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children Living in Rural Poverty: The Continuation of the Family Life Project
-
批准号:8089999
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项目类别:
-
资助金额:$14.98万
-
财政年份:2010
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children in Rural Poverty:Risk and Protective Mechanisms
-
批准号:6604210
-
项目类别:
-
资助金额:$369.53万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Statistical Core
-
批准号:8301775
-
项目类别:
-
资助金额:$42.96万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children Living in Rural Poverty: The Continuation of the Family Life Project
-
批准号:7495194
-
项目类别:
-
资助金额:$237.3万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children Living in Rural Poverty: The Continuation of the Family Life Project
-
批准号:7657481
-
项目类别:
-
资助金额:$254.93万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Temperment, Psychobiological and Cognitive Predictors
-
批准号:7893205
-
项目类别:
-
资助金额:$42.49万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children in Rural Poverty:Risk and Protective Mechanisms
-
批准号:6421358
-
项目类别:
-
资助金额:$209.74万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Statistical Core
-
批准号:8109380
-
项目类别:
-
资助金额:$45.53万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children Living in Rural Poverty: The Continuation of the Family Life Project
-
批准号:7893211
-
项目类别:
-
资助金额:$273.2万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children in Rural Poverty:Risk and Protective Mechanisms
-
批准号:7107843
-
项目类别:
-
资助金额:$349.81万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Temperment, Psychobiological, and Cognitive Predictors
-
批准号:7707698
-
项目类别:
-
资助金额:$39.55万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
INFLUENCES OF CONTEXT ON LOW-INCOME, RURAL CHILDREN'S LITERACY TRAJECTORIES
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批准号:7707703
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项目类别:
-
资助金额:$39.55万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Statistical Core
-
批准号:7893209
-
项目类别:
-
资助金额:$42.49万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children in Rural Poverty:Risk and Protective Mechanisms
-
批准号:6902676
-
项目类别:
-
资助金额:$352.83万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
Children in Rural Poverty:Risk and Protective Mechanisms
-
批准号:6791274
-
项目类别:
-
资助金额:$358.96万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
INFLUENCES OF CONTEXT ON LOW-INCOME, RURAL CHILDREN'S LITERACY TRAJECTORIES
-
批准号:7893207
-
项目类别:
-
资助金额:$42.49万
-
财政年份:2002
-
负责人:Lynne VERNON-FEAGANS
-
依托单位:
海外基金