Developing Adaptive Coordination of Executive Functions

发展执行功能的适应性协调

• 批准号: 9176789
• 负责人: YUKO MUNAKATA
• 金额: $ 29.12万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9176789
• 关键词: Adaptive Behaviors; Address; Adopted; Adult; Attention deficit hyperactivity disorder; Autistic Disorder; Behavior; Behavioral; Child; Child Development; Child Support; Childhood; Clinical; Cognition; Costs and Benefits; Development; Developmental Process; Disease; Emotions; Executive Dysfunction; Gilles de la Tourette syndrome; Goals; Impairment; Individual; Intervention; Lead; Learning; Life; Link; Longitudinal Studies; Maintenance; Measures; Modeling; Nature; Outcome; Performance; Physiological; Play; Process; Punishment; Readiness; Research; Retrieval; Rewards; Role; Sampling; Schizophrenia; Short-Term Memory; Testing; Time; Work; age group; base; behavioral study; cognitive control; cost; executive function; experience; flexibility; insight; research study; response; success; theories

Project Summary Children show dramatic developments in executive functioning (EF), the goal-directed processes that support flexible adaptation of behavior in response to changing circumstances. For example, children's early- developing forms of EF are reactive, or on-the-fly, based on retrieval of goal-relevant information as needed in the moment. With development, children become increasingly proactive, or planful, maintaining goal-relevant information in anticipation of needing it. Such EFs and their development are associated with benefits to cognition, emotion, and action, and their impairment has been implicated in clinical disorders, including ADHD, autism, OCD, schizophrenia, and Tourette's syndrome. Given this significance for important outcomes, much research has focused on developments in and interventions targeting core EFs such as working memory. However, EFs are diverse rather than unitary or all-purpose, each with relative costs and benefits. Proactive forms of EF bring benefits to preparedness, but also costs in terms of time and effort required prior to actually doing something. Similarly, goal-maintenance can aid staying on task, but confers costs when goal- shifting is required. Such trade-offs require people to coordinate which EFs to engage when, for example, in focusing on one task until it is completed, or switching among several tasks to make progress on each. Thus, children's dramatic improvements in EF may rely upon their self-directed, adaptive coordination of distinct forms of EF, particularly as children gain independence and must determine on their own what tasks to take on, which EFs to engage from their expanding repertoire, and when. Moreover, this adaptive coordination of EFs could explain links between performance on EF measures and significant life outcomes. To address this critical but underexplored aspect of EF, we test developments in the self-directed, adaptive coordination of forms of EF (Aim 1), the factors influencing this coordination (Aim 2), and the trajectories that children show over time (Aim 3), and their relationship to real-world measures. We investigate these processes via cross-sectional and longitudinal studies, using behavioral studies integrated with physiological measures, building on theoretical and empirical work from our lab and others. The studies test: 1) young children, who have demonstrated some capacity for adaptive coordination of EFs, but may rely more on a trial-and-error process sampling from a broad repertoire of potential approaches, 2) older children, who may learn over experience with particular tasks to be increasingly targeted in their adaptive coordination of EFs, and 3) adults, whose adaptive coordination of EFs may be more strategic at the outset across different contexts, reflecting the selection of EFs that are best suited to current demands. We also track children longitudinally as they progress through a key transition window. Together, these studies will advance a new understanding of the role of increasingly adaptive coordination of EFs in development, and provide important constraints and insights for theories and models of executive function and dysfunction more broadly.

项目摘要 儿童在执行功能（EF）方面表现出巨大的发展，这是目标定向的过程 支持对不断变化的环境的灵活适应行为。例如，儿童的早期 根据需要根据需要检索与目标相关的信息的回收 那一刻。随着发展，儿童变得越来越积极或计划，保持与目标有关 预计需要它的信息。这样的EFS及其发展与 认知，情感和行动及其障碍与临床疾病有关，包括多动症， 自闭症，强迫症，精神分裂症和图雷特综合症。考虑到重要结果的意义，很多 研究的重点是针对核心EFS（例如工作记忆）的发展和干预措施。 但是，EFS是多种多样的，而不是单一或通用的，每种都有相对成本和收益。 主动形式的EF为准备带来好处，但也需要花费时间和费用 实际上在做某事。同样，目标维护可以帮助执行任务，但是在目标时赋予了成本 - 需要转移。这样的权衡要求人们协调哪些EFS参与，例如 专注于一项任务，直到完成为止，或在几个任务之间切换以在每个任务上取得进展。因此， 儿童在EF中的显着改善可能依赖于他们自我指导的自适应协调 EF的形式，尤其是当孩子获得独立性并必须自己确定要执行什么任务时 ON，EFS从他们不断扩大的曲目中参与其中，以及何时。而且，这种适应性的协调 EFS可以解释EF措施的绩效与重要的生活结果之间的联系。 为了解决EF的这个关键但毫无疑问的方面，我们测试了自我指导的发展， EF形式的自适应协调（AIM 1），影响这种协调的因素（AIM 2）和 随着时间的流逝，孩子表现出的轨迹（AIM 3）及其与现实措施的关系。我们 通过综合行为研究，通过横截面和纵向研究研究这些过程 通过生理措施，基于我们实验室和其他人的理论和经验工作。研究 测试：1）年幼的孩子，他们表现出某种自适应协调能力的EFS，但可能会依靠 有关从广泛的潜在方法曲目进行的反复试验过程的更多信息，2）年龄较大的儿童， 谁可能会学习特定任务的过度经验，以越来越多地针对其自适应协调 EFS和3）成年人，其自适应的EFS在不同的情况下可能更具战略意义 上下文，反映了最适合当前需求的EF的选择。我们还追踪孩子 纵向通过关键过渡窗口进行纵向。这些研究将共同​​发展一个新的 了解EFS日益适应性协调在发展中的作用，并提供重要的 对执行功能和功能障碍的理论和模型的限制和见解更广泛。