Psychobiology of Cognitive Development

描述(由申请人提供)：有许多概念性的研究表明，认知和情感之间存在着发展中的相互关系，在幼儿时期，也有建议，即认知和情感在学龄前完全整合。然而，关于认知-情绪发展的经验数据很少。这项应用描述了一项纵向研究，旨在调查婴幼儿和儿童早期认知和情绪的综合发展。这项研究的独特之处在于，它将认知-情绪关系置于心理生物学的理论框架内，从而专注于这种整合的生理和行为指标。我们认为，与发展气质相关的注意控制相关的神经机制和由此产生的调节技能对于确定认知和情绪发展的轨迹至关重要。这项研究的一个创新特点是将母性行为纳入到对新出现的认知-情绪关系的考察中。这项拟议的研究有五个评估点(5、10个月；2、3、4年)，并有可能对从婴儿期到幼儿期的早期发展研究做出重大贡献。首先，它将通过提供这三个发展过程的轨迹的纵向数据，对我们在早期发展中对工作记忆、情绪调节和注意力控制的发展做出重大贡献。其次，它将允许检查新出现的认知-情绪关系和注意控制的假设作用，以影响工作记忆和情绪调节的发展。第三，它将提供有关儿童气质和父母教养方式对工作记忆、注意力控制和情绪调节的发展轨迹的贡献的信息。创新之处在于用于评估工作记忆、注意力控制和情绪调节的多重行为和生理(脑电、心电)测量。设计和概念框架使这一建议新颖，并对理解心理健康发展至关重要。我们必须先了解认知-情绪相互作用通常是如何发展的，然后才能开始研究这种整合如何在一些儿童身上走上歧途，导致与心理健康问题相关的极端自我调节，以及与认知过程和学校表现相关的复杂性。

DESCRIPTION (provided by applicant): There has been much conceptual work proposing that there are developing interrelations between cognition and emotion during very early childhood, as well as the suggestion that cognition and emotion are fully integrated by school age. There are, however, few empirical data on cognition-emotion development. This application describes a longitudinal study designed to investigate the integrative development of cognition and emotion during infancy and early childhood. The unique feature of this study is that it grounds cognition-emotion relations within a psychobiological theoretical framework, thus focusing on physiological as well as behavioral indices of this integration. We propose that the neural mechanisms and resulting regulatory skills associated with developing temperament-related attentional control are critical for defining the trajectories of both cognitive and emotional development. An innovative feature of this study is the incorporation of maternal behaviors into the examination of emerging cognition-emotion relations. This proposed study has five assessment points (5, 10 months; 2, 3, 4 years) and has the potential to make a significant contribution to the study of early development across the transition from infancy through early childhood. First, it will make a significant contribution to our knowledge of the development of working memory, emotion regulation, and attentional control in early development by providing longitudinal data on the trajectories of these three developmental processes. Second, it will allow for examination of emerging cognition-emotion relations and the hypothesized role of attentional control to impact the development of both working memory and emotion regulation. Third, it will provide information on the contributions of child temperament and parenting on the developmental trajectories of working memory, attentional control, and emotion regulation. Innovation lies in the multiple behavioral and physiological (EEG, ECG) measures used to assess the constructs of working memory, attentional control, and emotion regulation. The design and conceptual framework make this proposal novel and critical for understanding mental health development. We must understand how cognition-emotion interaction typically develops before we can begin to examine how this integration might go astray in some children, leading to extremes in self-regulation associated with problems in mental health and associated complexities in cognitive processing and school performance.