Temperment, Psychobiological and Cognitive Predictors

气质、心理生物学和认知预测因素

• 批准号: 7893205
• 负责人: Lynne VERNON-FEAGANS
• 金额: $ 42.49万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7893205
• 关键词: 3 year old; 5 year old; Accounting; Address; Affect; Age; Age-Months; Attention; Behavior; Betula Genus; Birth; Caregivers; Characteristics; Child; Child Development; Child Language; Childhood; Cognition; Cognitive; Communities; Competence; Cross-Sectional Studies; Data; Data Collection; Development; Developmental Delay Disorders; Diamond; Emotional; Emotional Stress; Emotions; Environment; Exhibits; Face; Failure; Family; Family Characteristics; Family Process; Follow-Up Studies; Fostering; Funding; Grant; Growth; Home environment; Impulsivity; Income; Infant; Informal Social Control; Instruction; Intelligence; Joints; Knowledge; Language; Language Development; Learning; Life; Location; Low income; Mathematics; Measurement; Measures; Mediating; Mediator of activation protein; Modeling; National Institute of Child Health and Human Development; Nature; North Carolina; Nursery Schools; Outcome; Parenting behavior; Parents; Pennsylvania; Performance; Phase; Physiological; Population; Poverty; Process; Readiness; Regulation; Reporting; Research; Resources; Risk; Risk Factors; Rural; Rural Community; Sampling; School-Age Population; Schools; Sensitivity and Specificity; Short-Term Memory; Social Adjustment; Social Development; Social Policies; Social Welfare; Stress; Testing; Time; Toddler; Work; disability; early childhood; early experience; emotion regulation; executive function; expectation; experience; high risk; infancy; literacy; mathematical ability; population based; programs; psychobiologic; response; second grade; social; social skills; success; teacher; theories

The development of self-regulation in early childhood is understood to be foundational for later cognitive and social development and early success in school. However, knowledge of relations among cognitive and social-emotional aspects of self-regulation in childhood and the relation of child characteristics and early experience to developing self-regulation is quite limited. Prior short-term longitudinal and cross-sectional studies have been conducted with relatively small and homogenous samples and employed a limited array of measures. To address the limitations of prior work, this competing continuation application for Project 1 of the Family Life Project program project will test a developmental psychobiological model of emeriging selfregulation in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed emotion and stress reactivity collected in the first phase of our project at child ages 6, 15, and 24 months will be related to developmental trajectories for executive function (EF) and social-emotional self-regulation at time points ranging from age 36 months through the 2nd grade. Trajectories for EF and social-emotional self-regulation will then be related to measures of academic and social progress in school. A unique feature of this program project is the ability to place relations among early emotion and stress reactivity, developing self-regulation, and early school progress in context. We propose that the development of EF and social-emotional self-regulation will be most compromised in children characterized by high and sustained levels of emotional and stress reactivity during infancy and toddlerhood living in homes in which parenting and contextual risk is high and stable from infancy through the early school years. However, we also expect that this risk can be moderated by preschool and early school experiences that promote language development, foster supportive relationships with teachers, and promote early literacy and math abilities. By combining detailed assessment of emerging child self-regulation in Project 1 with the measurement of family processes in Project 3 and the measurement of child language development and the context of early schooling in Project 2, this program project provides an overall breadth and depth of measurement that could not be accomplished within the constraints of a single study.

幼儿期自我调节的发展被认为是以后认知和发展的基础。 社会发展和学校的早期成功。然而，关于认知和认知之间关系的知识 儿童时期自我调节的社会情感方面以及儿童特征与早期的关系 发展自我监管的经验相当有限。前期短期纵向和横向 研究是用相对较小且同质的样本进行的，并采用了有限的一系列 措施。为了解决先前工作的局限性，该项目 1 的竞争性延续申请 家庭生活项目计划项目将测试新兴自我调节的发展心理生物学模型 在以人口为基础的样本中，有 1,292 名儿童和家庭主要来自低收入和低收入国家 北卡罗来纳州和宾夕法尼亚州的农村社区。观察情绪和压力反应的测量 我们项目第一阶段收集的 6、15 和 24 个月儿童的数据将与发育相关 从年龄到时间点的执行功能（EF）和社会情绪自我调节的轨迹 36 个月到二年级。 EF 和社会情绪自我调节的轨迹将是 与学校学术和社会进步的衡量标准有关。该计划项目的一个独特之处是 能够在早期情绪和压力反应之间建立关系，发展自我调节，以及早期 学校的进展情况。我们建议，EF 和社会情绪自我调节的发展将 情绪和压力高且持续的儿童最容易受到影响 婴儿期和幼儿期的反应性，生活在育儿和环境风险较高的家庭中， 从婴儿期到学早期都很稳定。然而，我们也预计这种风险可以得到缓解 通过学前和早期学校的经历促进语言发展，培养支持性 与老师的关系，并促进早期识字和数学能力。通过结合详细评估 项目 1 中的新兴儿童自我调节与项目 3 中的家庭过程测量以及 本项目项目 2 中儿童语言发展的测量和早期学校教育的背景 项目提供了总体测量的广度和深度，这是目前无法完成的 单一研究的局限性。