Examining an Executive Function Battery for 14- to 24-month-olds.

检查 14 至 24 个月大婴儿的执行功能电池。

• 批准号: 9896619
• 负责人: Stephanie Miller
• 金额: $ 7.3万
• 依托单位: UNIVERSITY OF MISSISSIPPI
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9896619
• 关键词: Academic achievement; Address; Age; Behavior; Child; Child Development; Cognitive; Conflict (Psychology); Conscious; Data; Development; Diagnosis; Early Diagnosis; Early Intervention; Elements; Environment; Exhibits; Factor Analysis; Foundations; Gestures; Goals; Growth; Individual Differences; Infant; Informal Social Control; Intervention; Knowledge; Language; Language Development; Lead; Life; Link; Measures; Methodology; Mind; Modeling; Neurocognitive; Outcome; Pattern; Performance; Personal Satisfaction; Policy Maker; Process; Psychopathology; Publications; Regulation; Research; Research Personnel; Sampling; Short-Term Memory; Social Environment; Structure; Task Performances; Testing; Theoretical model; Time; Toddler; United States National Academy of Sciences; Visual attention; Wing; Work; autism spectrum disorder; base; cognitive ability; cognitive control; cognitive development; cognitive process; cohesion; design; executive function; flexibility; improved; joint attention; mental state; novel; response; scale up; skills; social; theories; thought control

Given executive function’s (EF’s) link to higher-order cognitive processes and control, it comes as no surprise that EF is a foundational and all-encompassing neurocognitive development linked to positive academic achievement, social understanding, relationships, and developmental psychopathologies. However, access to a comprehensive and valid measure of EF is limited in infants and toddlers. The objective of the present research is to develop an EF battery capable of examining the structural and theoretical underpinnings of EF starting in the toddler years. A battery of 9 tasks involving minimal language requirements in pursuit of goal-directed behavior focused on resisting a prepotent response will be administered to two-hundred and forty 14-, 18-, and 24-month-olds. Competing models of EF development will be tested by examining whether the patterns from the observed data match hypothesized patterns predicted by several theoretical frameworks. A key element of this proposal is to test the Social Representational Framework, which proposes that the development of representational abilities (e.g., language, gesture) forms the foundation for the transition to more controlled behavior regulated by forming and reflecting on task-relevant representations. Specifically, this research will assess whether the best fit to describe performance across multiple EF tasks in toddlerhood is a unitary EF factor related to developing social-communicative representation (e.g., language, gesture, joint attention) and other abilities that draw on representation in this period (e.g., theory of mind, or the understanding that others have mental states that guide behavior).

鉴于执行功能（EF）与高阶认知过程和控制的联系，这并不奇怪 EF是一种基础性的、包罗万象的神经认知发展，与积极的学术研究有关。 成就、社会理解、人际关系和发展性精神病理学。然而，进入一个 对婴幼儿EF的全面、有效测量有限。本研究的目的是 是开发一种EF电池，能够检查EF的结构和理论基础， 蹒跚学步的岁月一组9个任务，涉及最低的语言要求，以追求目标导向 将对240名14岁，18岁， 和24个月大的婴儿竞争模式的EF发展将进行测试，检查模式是否 从观察到的数据匹配的假设模式预测的几个理论框架。一个关键 这项建议的一个要素是测试社会代表性框架，该框架提出， 发展表征能力（例如，语言，手势）形成了过渡到 通过形成和反思与任务相关的表征来调节更多的控制行为。具体地说， 这项研究将评估是否最适合描述幼儿期多个EF任务的表现， 与发展社会交际表征相关的单一EF因素（例如，语言、手势、关节 注意力）和在此期间利用表示的其他能力（例如，心理理论 理解其他人有指导行为的心理状态）。