Psychobiology of Cognitive Development

描述（由申请人提供）：有很多概念性的工作提出，认知和情感之间的相互关系在幼儿时期就已经发展起来，并且认为认知和情感在学龄期就已经完全整合。然而，很少有关于认知-情感发展的经验数据。本应用程序描述了一项纵向研究，旨在调查婴儿期和幼儿期认知和情感的综合发展。本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中，从而关注这种整合的生理和行为指标。我们认为，与发展与气质相关的注意力控制相关的神经机制和由此产生的调节技能对于定义认知和情感发展的轨迹至关重要。本研究的一个创新特征是将母亲行为纳入新兴认知-情感关系的研究中。该研究有5个评估点（5个月、10个月、2个月、3个月、4个月），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轨迹的纵向数据，为我们了解早期发展中的工作记忆、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，影响工作记忆和情绪调节的发展。第三，它将提供关于儿童气质和父母教养对工作记忆、注意力控制和情绪调节发展轨迹的贡献的信息。创新之处在于使用多种行为和生理（脑电图、心电图）测量来评估工作记忆、注意力控制和情绪调节的构建。设计和概念框架使这一建议新颖，对理解心理健康发展至关重要。我们必须先了解认知-情感互动通常是如何发展的，然后才能开始研究这种整合如何在一些孩子身上误入歧途，导致与心理健康问题相关的自我调节极端，以及与认知处理和学业表现相关的复杂性。

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.