THE REGENTS OF THE SCHOOLING & Cognitive Development: A

描述（由申请人提供）：拟议的研究有五个广泛的目标。 首先，这项工作旨在研究认知语言的性质和来源， 从学前班到幼儿园的过渡期间， 学校岁月。将生态视角与自然实验相结合 （学校截止），研究将具体审查的互动作用， 儿童、家庭和学校教育因素对认知发展轨迹的影响 从三岁到二年级。第二，该项目将探讨 建设和规划扫盲发展道路的效用， 利用分析工具的组合，包括多元回归， 结构方程建模和同质分组策略。的 方法的组合将允许创建用于描述 儿童、家庭和学校教育因素之间复杂、动态的相互作用， 塑造学龄儿童的识字能力。第三，“路径” 框架将允许直接审查选定的来源， 在认知和识字增长方面的领域特异性。 域特异性将部分地被看作是一种相互作用的函数， 儿童和家庭的特点和学校的教学经验。 第四，路径概念将被应用于稳定性的检查， 认知和识字能力的年龄变化。有人认为，无论 儿童的认知、语言或识字能力保持相对稳定， not将部分地取决于早期影响的相互作用（儿童， 家庭）与学校环境的并发影响。最后 工作将试图将路径战略应用于审查以下问题： 童年时期的风险和恢复力。在这方面，更充分地了解这些因素， 使儿童处于以后可能产生负面结果的危险之中，或有助于保护儿童的健康， 儿童免受不利环境后果的影响，将通过检查 随着时间的推移，风险与保护因素的相互作用， 独特的成长轨迹。

DESCRIPTION (provided by applicant): The proposed research has five broad aims. First, the work seeks to examine the nature and sources of cognitive, language and literacy skills growth during the transition from preschool to the early school years. Combining an ecological perspective with a natural experiment (school cutoff), the research will examine specifically the interactive role of child, family and schooling factors in shaping trajectories of cognitive growth from three years of age to second grade. Second, the project will explore the utility of constructing and charting developmental pathways to literacy, utilizing a combination of analytic tools, including multiple regression, structural equation modeling and a homogeneous grouping strategy. The combination of methods will permit creation of frameworks for describing the complex, dynamic interactions among child, family and schooling factors that shape literacy acquisition in school-age children. Third, the "pathway" framework will permit direct examination of selected sources of domain-specificity in aspects of cognitive and literacy growth. Domain-specificity will be seen in part as a function of an interaction of child and family characteristics and instructional experiences in school. Fourth, the pathway notion will be applied to an examination of stability and change across age in cognitive and literacy skills. It is argued that whether children's cognitive, language or literacy skills remain relatively stable or not will depend, in part, on the interaction of earlier influences (child, family) with concurrent influences in the schooling environment. Finally, the work will attempt to apply the pathway strategy to examination of issues of risk and resilience in childhood. Here too, fuller understanding of the factors that place a child at risk for later negative outcomes or serve to protect the child from consequences of adverse circumstances will be enhanced by examining the interaction of risk versus protective factors over time as they shape unique trajectories of growth.