Scientific and Administrative Core

科学和行政核心

• 批准号: 8305603
• 负责人: DAVID A WASHBURN
• 金额: $ 24.07万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8305603
• 关键词: Adult; Animals; Attention; Behavior; Behavioral; Capuchin Monkey; Child; Child Behavior; Cognition; Cognitive; Cognitive Science; Collaborations; Comparative Psychology; Competence; Data; Development; Documentation; Face; Foundations; 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; biobehavior; 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.

这项新的计划项目提案反映了下一步，其中包括跨越比较心理学，认知心理学，发育心理学和神经心理学的独特，富有成效和重要的研究计划。 NICHD的资金是佐治亚州立大学语言研究中心的多数支持手段，佐治亚州立大学语言研究中心是一种世界知名的资源，用于研究灵长类动物的语言和认知。通过NICHD支持，已经养育，训练，维护和测试了一个独特而奇妙的动物的殖民地，以进行交流，计算和进行基本的组合操作，并展示了一系列其他认知能力，这些能力使其与人类成人和儿童相比非常适合。现在的历史前身 下面概述了建议。 在语言研究中心的Earterting Cycles中，科学家研究了猿类可以获取类似人类语言的程度。他们进一步探讨了从这项研究中得出的原则的适用性，这些原则用于沟通残疾儿童的干预措施。在最近的资金周期中，我们的研究重点转移到“语言培训如何​​改变认知能力？”也就是说，“有机体在语言训练之后可以做什么，否则该组织可以做什么？”或更广泛地说，“语言在认知中的作用是什么？”回答这些问题涉及文献记录语言经验吊桥的认知能力，这些猿类的表现与没有语言培训的黑猩猩的任务表现（包括我们的科学家和文献中的那些人所测试的猿的任务表现），检查其他非人类灵长类动物（例如，这些非人类灵长类动物（例如，Rhesus Monkeys）可以对AB的缺乏以及对Abmitions Abimity obility obility of Abmities of Abmities of Abmity'''''''''''''''''''''ap。观察到具有正常语言发展的人类成年人和儿童。 在本提案中，我们继续并大大扩展了这一传统，包括将非人类灵长类动物行为与儿童和成人的行为进行比较，作为研究策略，并在转化策略中与儿童和成人的特定人群进行了干预。同时，目前的前投影代表了研究非人类灵长类动物的显着膨胀。通过在语言研究中心获得卷尾猴猴子殖民地的获取，我们的能力在比较了三种非人类物种的认知能力（具有截然不同的脑大小和发展，社会结构截然不同，社会结构截然不同，并且有不同的文档学习历史）的能力要大得多。最后，本提案还代表了有关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系统学习，感知，注意力，执行功能，元认知，分类，记忆，行为自我自我调节和解决问题的系统研究，注意力，注意力，执行功能，元认知，分类，记忆和解决问题的原理中否认的一般性。鉴于这种增长，已经确定，本提案是一种新的计划项目，而不是我们以前的研究计划的延续。