COGNITIVE COMPETENCE IN INFANCY: ORIGINS AND DEVELOPMENT

婴儿期最早的认知表达是什么？ 有哪些 个体差异的起源、原因和机制 认知能力的提升？ 什么样的预测价值 婴儿期身高与儿童期认知能力的关系。 研究 这里提出的计划旨在确定起源，早期表达， 婴儿期认知能力的影响， 母亲，以及这两个校长处理孩子的第一个问题的方式， 四年的生活。 这项研究计划是由认知驱动的， 理论（与心理表征的核心重要性有关）， 发展理论（与婴儿和照顾者的交易有关）。 一 将对一小群婴儿进行纵向随访。 在 实验室，检测，识别和识别能力将是 在两个月时进行评估，并进行习惯化、识别记忆和跨模态 在六个月时转移，因为他们提供了精神代表的证据， 因为他们预测了分类、语言、游戏和 智力在一至四年之间。 这些认知数据将被 在每个评估期补充观察婴儿 气质与描述性编码及母婴微分析 互动 因此，研究包括婴儿和父母追踪 两者之间的纵向交易模式，它被设计成 在多个点评估婴儿和母亲，以进行因果分析， 发展 此外，研究重点是变化的模式， 个别婴儿和母婴配对以及年龄组的趋势。 这项研究计划承诺阐明基本模式和过程 正常的认知发展。 此外，实现这一目标 研究期待着设计，建造和实施 对正常婴儿的认知增强计划以及干预 以及针对出生时就有风险的婴儿的补救计划 生理上认知上或社会上的发育迟缓。

What are the earliest expressions of cognition in infancy? What are the origins, causes, and mechanisms by which individual differences in cognitive competence arise? And, what predictive value has cognitive stature in infancy for cognitive competence in childhood. The research program proposed here seeks to identify origins, early expressions, and implications of cognitive competence in infancy through analyses of infant, mother, and the ways these two principals transact over the child's first four years of life. This research program is driven both by cognitive theory (related to the central importance of mental representation) and by developmental theory (related to transactions of infant and caregiver). A small cohort of infants will be followed longitudinally. In the laboratory, detection, discrimination, and recognition abilities will be assessed at two months and habituation, recognition memory, and cross-modal transfer at six months as they give evidence of mental representation and as they predict the growth of categorization, language, play, and intelligence between one and four years. These cognitive data will be supplemented at each assessment period with observations of infant temperament and with descriptive coding and microanalysis of mother-infant interaction. Thus, the research embraces infant and parent to trace longitudinally transactional patterns between the two, and it is designed to assess infant and mother at multiple points to permit causal analyses of development. Further, the research focuses on patterns of change in individual infants and mother-infant dyads as well as on age-group trends. This research program promises to illuminate basic patterns and processes of normal cognitive development. Moreover, the accomplishment of this research looks forward to the design, construction, and implementation of cognitive enhancement programs for normal infants as well as intervention and remediation programs for infants who have been born at risk biologically, cognitively, or socially for developmental delay.