COVID-19 pandemic extension to R21 Early Career Research Award

母项目R21 DC016134摘要 该研究项目的主要目标是确定潜在的神经认知过程（语言， 执行功能），调节和促进心理社会（情感， 行为和社会）的结果，在语前聋，早期植入人工耳蜗植入用户。我们的初步 研究结果表明，学龄前人工耳蜗使用者在语言发育迟缓方面的风险较高， 执行控制过程，这些干扰与心理社会 加强结构性改革提出了两个具体目标，以实现我们的研究目标，并提供新的 关于语言和执行功能在调节心理社会结果中的作用的信息， 儿童人工耳蜗使用者。在具体目标1中，行为和问卷评估方法将 用于确定心理社会功能如何通过涉及语言的多种途径发展， 认知（冷执行功能）和情感（热执行功能）反应的自我调节， 早期植入的语前聋人工耳蜗使用者。这将是第一次系统地研究 冷执行功能和热执行功能成分调节人工耳蜗植入者的心理社会结果 在学前教育发展中。在具体目标2中，纵向设计将用于识别早期和 在学前发育期间的12个月期间，心理社会结果的可靠预测因素。我们将 描述语言和执行功能技能的发展改善如何与 学龄前人工耳蜗使用者和听力正常儿童的后期心理社会结果。这些发现 将对改善早期识别、诊断和治疗具有直接的临床意义。 语前聋，早期植入人工耳蜗的使用者，可能存在适应不良的社会心理风险 人工耳蜗植入后的结果。

Abstract of the Parent Project R21 DC016134 The primary objective of this research project is to identify the underlying neurocognitive processes (language, executive functions) that regulate and contribute to individual differences in psychosocial (emotional, behavioral, and social) outcomes in prelingually deaf, early-implanted cochlear implant users. Our preliminary findings suggest that preschool cochlear implant users are at elevated risk for delays in language and executive control processes and that these disturbances are differentially associated with psychosocial adjustment. Two specific aims are proposed to accomplish our research objectives and provide new information about the role of language and executive functioning in regulating psychosocial outcomes in pediatric cochlear implant users. In Specific Aim 1, behavioral and questionnaire assessment methods will be used to identify how psychosocial functioning develops through multiple pathways involving language, and the self-regulation of cognitive (cool executive functions) and emotional (hot executive functions) responses in early-implanted prelingually deaf cochlear implant users. This will be the first systematic study of how components of cool and hot executive functioning regulate psychosocial outcomes in cochlear implant users across preschool development. In Specific Aim 2, a longitudinal design will be used to identify early and reliable predictors of psychosocial outcomes across a 12-month period during preschool development. We will describe how developmental improvements in language and executive functioning skills are associated with later psychosocial outcomes in preschool cochlear implant users and normal hearing children. These findings will have direct clinical implications for improving the early identification, diagnosis, and treatment of prelingually deaf, early implanted cochlear implant users who may be at high risk for maladaptive psychosocial outcomes following cochlear implantation.