THE SOCIAL EMOTIONAL DEVELOPMENT OF CHILDREN

这个子项目是许多研究子项目中的一个 由NIH/NCRR资助的中心赠款提供的资源。子项目及 研究者（PI）可能从另一个NIH来源获得了主要资金， 因此可以在其他CRISP条目中表示。所列机构为 研究中心，而研究中心不一定是研究者所在的机构。 在这项试点调查中，我们计划集中在早期社会情感功能的三个重要组成部分-依恋关系，气质和互动行为风格-与威廉姆斯综合征（WS）儿童的社会行为的不同模式，特别是在不同的情况下，移情反应。我们假设，WS患者独特的移情根源在于他们对陌生人的非典型接近行为，加上无拘无束的个性。将年龄在30至42个月之间的WS儿童与唐氏综合征的年龄和发育水平相匹配，并与年龄匹配的典型发育儿童进行比较，评估涉及基于与熟悉和不熟悉的社交伙伴（成人和同龄人）的半结构化活动的实验室观察，以及与儿童主要照顾者的问卷调查和访谈。这项调查的结果将提供初步的数据模型的发展轨迹的社会情感功能在WS，并可能有影响的干预策略，以提高社会技能的发展障碍儿童。

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. In this pilot investigation, we plan to focus on how three essential components involved in early socio-affective functioning -- attachment relations, temperament, and style of interactive behavior -- relate to distinct patterns of social behavior in children with Williams syndrom (WS), specifically, to empathic responsiveness in different contexts. We hypothesize that the roots of the unique empathy documented in people with WS lie in their atypical approach-behavior toward strangers, coupled with a disinhibited personality. Children with WS, aged between 30 and 42 months will be compared to age and developmental level-matched with Down Syndrome and to typically developing children matched on age, in assessments involving laboratory observations based on semi-structured activities with familiar and unfamiliar social partners (adults and peers), and questionnaires and interveiws with children's primary caregivers. Results of this investigation will provide preliminary data for a model of the developmental trajectory of social-affective functioning in WS, and may have implications for designing intervention strategies to enhance social skills in children with developmental disorders.