COGNITIVE RISKS IN PRESCHOOLERS AT RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

这个项目的目的是识别认知风险 有发展破坏性行为风险的学龄前儿童 精神错乱。关于学校与学校之间关系的几十年研究 困难、学习障碍、智力和破坏性 行为障碍表现出适度的、重要的联系，但 对这些关系的性质的准确理解仍有待于 下定决心。认知科学和神经科学的进步提供了新的途径 研究认知功能的特定维度。在这 项目中，评估了三个认知领域：语言、视觉空间和 执行功能。这些领域测试了具有颠覆性的假设 行为障碍，至少对一些儿童来说，与 (A)言语调解行为的困难，(B)处理 非言语的社会情绪信息，以及(C)抑制能力 行为和情感冲动以及适当的关注和计划 行动和解决问题。

The purpose of this project is the identification of cognitive risks in preschool age children who are at risk for developing disruptive behavior disorders. Decades of research on the relations between school difficulties, learning disabilities, and intelligence and disruptive behavior disorders have demonstrated modest, significant relations but precise understanding of the nature of these relations remains to be determined. Advances in cognitive and neurosciences provide new avenues of examining specific dimensions of cognitive functioning. In this project, three cognitive domains were assessed: verbal, visuospatial, and executive functioning. These domains test hypotheses that disruptive behavior disorders, at least for some children, are associated with difficulty with (a) verbal mediation of behavior, (b) processing of nonverbal socioemotional information, and (c) abilities in inhibiting behavioral and emotional impulses and focusing and planning appropriate actions and problem-solving.