CHILD DEVELOPMENT

该计划的目的是培养儿童发展研究方面的博士后和博士后。学生们将集中精力研究不同的主题，每个主题都涉及儿童时期的行为适应和相关的发展过程。对儿童发展的研究对于更好地了解儿童心理健康和那些具有发展影响因素的成年期障碍至关重要。目前的社会状况对儿童的发展产生了越来越多的负面影响，因此迫切需要有关行为发展的规范和病理性方面的研究信息。拟议的计划是NIMH支持的儿童发展研究所30多年来培训努力的结果，包括各种教学内容以及博士前水平的研究学徒。博士后培训包括一系列协调的项目活动，以及社会和情感过程、语言发展、认知发展和神经科学、心理生物学过程和知觉发展的板凳工作。参加该项目的博士前实习生将完成心理学或相关领域的学士学位学习，偶尔还会有研究生工作。实习生是从大量申请者中招募的，代表着竞争项目中最优秀的学生。博士后实习生(2)将接受过儿童发展或发展心理学以外的专业培训。主要的培训机构是儿童发展研究所，这是明尼苏达大学的一个常规学术部门。教员由该系的16名教授组成，他们的工作涉及整个学科。物理设施主要设在大学主校区的学院大楼内，占地约50.000平方米。英国《金融时报》空间的力量。正在进行的合作研究也在儿科、精神病学、教育心理学和运动学系的实验室进行。

The purpose of the proposed program is to train predoctoral and postdoctoral students in child development research. Students will concentrate their efforts on various topics, each dealing with behavioral adaptation in childhood and related developmental processes. Research in child development is essential to a better understanding of child mental health and those disorders of adulthood having developmental antecedents. Current societal conditions have an increasingly negative impact on children's development, thus creating an urgent need for research information dealing with both normative and pathologic aspects of behavioral development. The proposed program is an outgrowth of training efforts in the Institute of Child Development supported by NIMH for more than 30 years and includes a variety of didactic components as well as a research apprenticeship at the predoctoral level. Postdoctoral training encompasses a series of coordinated program activities as well as bench work in social and emotional processes, language development, cognitive development and neuroscience, psychobiological processes, and perceptual development. Predoctoral trainees (8) entering the program will have completed baccalaureate studies in psychology or a related area and occasionally will have had graduate work. Trainees are recruited from a substantial applicant pool and represent the most outstanding students in a competitive program. Postdoctoral trainees (2) will enter the program having had training in specialties other than child development or developmental psychology. The main training facility is the Institute of Child Development, a regular academic department of the University of Minnesota. The faculty consists of 16 professors in this department, whose work ranges across the entire discipline. Physical facilities are mostly housed in the Institute building on the main campus of the University which includes about 50.000 sq. ft. of space. Ongoing collaborative research is also conducted in laboratories in the Departments of Pediatrics, Psychiatry, Educational Psychology, and Kinesiology.