The Interplay of Parenting and Temperament in Associations with Child Executive Functions

养育方式和气质与儿童执行功能的相互作用

• 批准号: 9348388
• 负责人: Jennifer Suor
• 金额: $ 4.4万
• 依托单位: UNIVERSITY OF ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9348388
• 关键词: 5 year old; Address; Adolescence; Apple; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Caregivers; Characteristics; Child; Child Behavior; Child Rearing; Child Support; Childhood; Code; Competence; Development; Dimensions; Discipline; Elements; Emotional; Family; Fellowship; Foundations; Generations; Goals; Health; Individual; Individual Differences; Influentials; Informal Social Control; Intervention; Investigation; Knowledge; Learning; Literature; Longevity; Methods; Modeling; Mothers; Nature; Nursery Schools; Outcome; Parents; Pathway interactions; Pattern; Performance; Play; Predisposition; Prefrontal Cortex; Problem Solving; Process; Psychopathology; Public Health; Regulation; Reporting; Research; Risk Factors; Role; Sampling; Short-Term Memory; Socialization; Specific qualifier value; Specificity; Substance abuse problem; Temperament; Testing; Theoretical model; To specify; Toddler; Variant; Work; academic preparation; base; caregiving; cognitive development; cognitive process; directed attention; disadvantaged population; early childhood; executive function; experience; goal oriented behavior; modifiable risk; novel; psychosocial adjustment; public health relevance; racial diversity; resilience; response; scaffold; social; socialization behavior; socioeconomics; trait

 DESCRIPTION (provided by applicant): Executive Functions (EF) are higher-order cognitive processes (e.g., working memory, set-shifting, inhibitory control) that support self-regulation of behavior and develop in early childhood. Early EF abilities are robust predictors of academic readiness and socio-emotional competence; and EF interventions have been identified as potential paths for decreasing health-related disparities experienced by disadvantaged populations. EFs are highly malleable in early childhood and social influences seem to play a significant role in contributing to individual differences in children's abilities; however, curren developmental models lack specificity with respect to which caregiver behaviors are the most influential. Recent domain approaches to parenting propose that the socialization of children occurs within distinct domains (e.g., guided learning, control, and reciprocity) and domain-specific parenting practices serve to promote domain relevant child outcomes. The current application will apply this novel domain approach, which may provide conceptual clarity to developmental models of child EF, and enhance the ability to draw firm conclusions about the key parental socialization behaviors associated with individual differences in children's EF abilities. This will be accomplished by testing the differential associations among parental socialization practices and child EF, with the hypothesis that parenting practices within the guided learning domain will be more proximally related to child EF outcomes in comparison to other socialization domains (AIM 1). Second, differential susceptibility frameworks have identified child temperamental characteristics of negative emotionality and exuberance as plasticity factors that evince heightened sensitivity to both positive and negative aspects of parenting; however, this has yet to be examined within the context of child EF. The present study will integrate differential susceptibility and domain frameworks to delineate whether this 'for better or for worse' pattern as it pertains to child EF is specific to variations in guided learning parenting practices (AIM 2). Aims will be tested within a study of 162 socioeconomically and racially diverse mothers and their 5 year-old children. New elements of this work include the application of a domain approach to parenting in examining specific parental socialization practices associated with individual differences in child EF, integration of differential susceptibility framework to examine how child temperament fits within this model, observational coding of different domains of parenting and child temperament, and multi- method assessments of child EF (performance-based tasks, caregiver reports). Findings will enhance understanding of the interplay between parenting practices and individual child variables in association with individual differences in children's EF. Research also has the potential to identify specific targets for parenting interventions towards supporting child EF outcomes, and the child characteristics that moderate their efficacy.

 描述（由申请人提供）：执行功能（EF）是高阶认知过程（例如，工作记忆，定势转换，抑制控制），支持行为的自我调节，并在幼儿期发展。早期EF能力是学术准备和社会情感能力的强有力的预测因子; EF干预措施已被确定为减少弱势群体所经历的健康相关差异的潜在途径。EF在幼儿期具有高度的可塑性，社会影响似乎在促进儿童能力的个体差异方面发挥了重要作用;然而，当前的发展模型缺乏关于哪些照顾者行为最具影响力的特异性。最近的育儿领域方法提出，儿童的社会化发生在不同的领域（例如，指导学习、控制和互惠）和针对具体领域的父母教养做法有助于促进与具体领域相关的儿童成果。本申请将应用这种新的域方法，这可能会提供概念清晰的儿童EF的发展模型，并提高能力，以得出坚定的结论与儿童EF能力的个体差异相关的关键父母的社会化行为。这将通过测试父母的社会化实践和儿童EF之间的差异关联来实现，假设在引导学习领域内的父母行为与其他社会化领域相比，与儿童EF结果更接近（AIM 1）。第二，不同的易感性框架已经确定了儿童的气质特征的负面情绪和丰富的可塑性因素，表现出高度的敏感性，积极和消极方面的养育，但是，这还有待研究的背景下，儿童EF。本研究将整合不同的易感性和域框架，以界定这种“更好或更坏”的模式，因为它涉及到儿童EF是特定的变化，在指导学习的父母的做法（AIM 2）。将在对162名社会经济和种族多样化的母亲及其5岁子女的研究中对目标进行测试。这项工作的新元素包括应用领域的方法来研究与儿童EF个体差异相关的特定父母社会化实践，整合差异易感性框架来研究儿童气质如何适应这个模型，观察编码不同领域的父母和儿童气质，以及儿童EF的多方法评估（基于表现的任务，照顾者报告）。研究结果将加强了解与儿童EF的个体差异的父母的做法和个别儿童变量之间的相互作用。研究也有可能确定具体的目标，父母的干预措施，以支持儿童EF的结果，和儿童的特点，适度的疗效。