Cognitive Control in the Development of School Readiness in Early Childhood

幼儿期入学准备发展中的认知控制

• 批准号: 10618180
• 负责人: Isaac T Petersen
• 金额: $ 30.64万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-17 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10618180
• 关键词: Academic skills; Acceleration; Adult; Age; Age Years; Aggressive behavior; Attentional deficit; Behavior; Behavior Therapy; Behavioral; Brain; Child; Child Rearing; Cognition; Competence; Data; Detection; Development; Disease; Early Diagnosis; Early Intervention; Early identification; Electroencephalography; Environment; Event-Related Potentials; Goals; Intervention; Laboratories; Lead; Mathematics; Measures; Mediating; Methods; Mission; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parents; Pathway interactions; Prefrontal Cortex; Prevention; Prevention strategy; Problem behavior; Process; Productivity; Public Health; Readiness; Reading; Reporting; Research; Risk; School Drop-Outs; Schools; Science; Structure; Student Dropouts; System; Testing; Time; Translating; cognitive control; cognitive process; conduct problem; design; early childhood; externalizing behavior; frontal lobe; innovation; kindergarten; longitudinal analysis; mathematical difficulties; neural; neurodevelopment; neuroregulation; novel strategies; parental influence; peer; performance based measurement; prevent; psychologic; psychosocial; reading difficulties; response; scaffold; skills; success; sustained attention; teacher

Project Summary Neural processes that influence school readiness in early childhood, a key time for intervention, and the cognitive processes that explain how parenting and neural processes influence school readiness remain poorly understood. There is a critical need to determine how cognitive control and its neural underpinnings develop and how these are influenced by parenting practices. The long-term goal is to develop more effective science- based interventions for behavioral and academic problems in children. The overall objective for the proposed longitudinal project is to determine how specific parenting processes, neural processes, and cognitive control processes promote school readiness in the transition from preschool to school entry. Our central hypothesis is that delayed development of cognitive control—at neural and psychological levels—results in cognitive control deficits in early childhood that prevent automatization and lead to the downstream development of externalizing and academic problems. Ineffective parenting practices are likely a key cause of delayed development of cognitive control. The rationale for the proposed research is that a detailed understanding of mechanistic pathways that explain how parenting and neural processes influence school readiness will enable the identification of novel strategies to prevent behavioral and academic problems. Guided by strong preliminary data, we will test the central hypothesis by pursuing three specific aims: 1) Identify neural indicators of cognitive control in early childhood that predict development of school readiness, 2) Identify cognitive control processes that explain how neural processes predict school readiness, and 3) Identify parenting practices that predict development of neural processes and cognitive control. Aim 1 will determine the extent to which response inhibition (N2 event-related potential, ERP) and novelty detection (P3 ERP) predict development of school readiness based on tests of academic skills and reports of externalizing behavior problems by parents and teachers. Aim 2 will identify the extent to which the neural indicators of cognitive control predict cognitive control on laboratory tasks, which, in turn, lead to school readiness. Aim 3 will determine the degree to which parenting sensitivity, autonomy support, and consistency that have been robustly associated with school readiness predict neural and cognitive control processes that, in turn, predict school readiness. The proposed research is innovative because it employs a new and transformative method of assessing cognitive control at multiple levels of analysis (neural and psychological) longitudinally and in relation to parenting and school readiness in early childhood. The proposed research is significant because it is expected to enable the design of early intervention and prevention strategies targeted to enhance children's response inhibition and novelty detection, translating to better cognitive control and school readiness. Ultimately, the results of the proposed research are expected to help develop strategies that identify and target young children at risk for a lack of cognitive control skills needed for school readiness and later success.

项目摘要 影响儿童早期入学准备的神经过程，这是干预的关键时期，以及 解释父母教养和神经过程如何影响入学准备的认知过程仍然很差 明白了。迫切需要确定认知控制及其神经基础是如何发展的。 以及育儿实践是如何影响这些的。长期目标是发展更有效的科学-- 基于对儿童行为和学习问题的干预。建议的总体目标 纵向项目是确定具体的育儿过程、神经过程和认知控制 在从学龄前到入学的过渡过程中，过程促进了学校的准备工作。我们的中心假设是 这种延迟认知控制的发展--在神经和心理层面--导致认知控制 儿童早期的缺陷，阻碍了自动化，并导致了 外部化和学术问题。无效的育儿方式很可能是延误的主要原因 认知控制的发展。建议进行这项研究的理由是，对 解释父母教养和神经过程如何影响上学准备的机械路径将使 确定预防行为和学业问题的新策略。以Strong为指导 初步数据，我们将通过追求三个具体目标来检验中心假设：1)确定神经指标 儿童早期的认知控制可以预测入学准备的发展，2)识别认知控制 解释神经过程如何预测入学准备的过程，以及3)确定 预测神经过程和认知控制的发展。目标1将决定 反应抑制(N_2事件相关电位，ERP)和新颖性检测(P_3，ERP)可预测 基于学业技能测试和家长外化行为问题报告的入学准备情况 还有老师。目标2将确定认知控制的神经指示器预测认知的程度 对实验室任务的控制，这反过来又导致学校准备就绪。目标3将决定在何种程度上 与学校密切相关的育儿敏感性、自主性支持和一致性 就绪性预测神经和认知控制过程，而神经和认知控制过程反过来又预测学校准备情况。建议数 研究具有创新性，因为它采用了一种新的、变革性的方法来评估认知控制 多层次的纵向分析(神经和心理)，以及与父母教养和学校的关系 在童年早期就准备好了。拟议的研究具有重要意义，因为它有望使设计成为可能 旨在加强儿童反应抑制和新颖性的早期干预和预防战略 检测，转化为更好的认知控制和上学准备。最终，建议的结果是 预计研究将有助于制定战略，识别和瞄准有风险的儿童，因为他们缺乏 学习准备和日后成功所需的认知控制技能。