Affect and Cerebral Asymmetry: A Developmental Approach

在生命的头四年里，儿童发展了与熟悉和不熟悉的同龄人和成年人进行社交互动的技能。 适当的方式。他们学会在多种环境中调节自己的行为和情绪反应， 克服最初犹豫与他人接触的技能。然而，在有些情况下，儿童在教育方面不太成功。 规范社会行为的发展。有些孩子表现出社交退缩，错过了与同龄人交往的机会 发展友谊缺乏这样的经历往往与低自尊和抑郁症的迹象， 孩子们在上学期间。其他孩子表现出冲动和低挫折容忍度，并且经常发现自己很投入 与同龄人和成年人的冲突和斗争。婴儿和幼儿发展受调节的技能的过程 社会互动包括他们与生俱来的气质风格与支持，指导，跨领域的行为的相互作用。 各种各样的情况下，和某些信息处理技能的发展，促进从使用外部的过渡 支持行为的调节，以内部自力更生的反应。为了充分理解这些过程，我们将研究 每一个组成部分以及它们随时间的相互作用目前的建议借鉴了四个领域的研究文献： 气质，额叶EEC不对称，母子互动和社会化以及认知过程在 规范和不规范的社会行为的发展。我们提出了一个纵向研究，其中将选择两个气质 一个是性格恐惧的婴儿，一个是性格旺盛的婴儿。我们跟着这些孩子 在生命的头四年评估他们的气质，母亲的养育模式，和发展的表达， 执行功能技能。我们将评估这些婴儿随着时间的推移额叶脑电图的不对称性。这项措施被认为是一个 我们对额叶脑电不对称性和儿童气质的反复评估将提供一个 是了解早期神经发育可塑性和脑行为关系协调的重要模型 童年.我们的研究将尝试一种创新的分析方法，增长建模与潜在聚类分析， 我们可以识别出一群孩子，他们在气质的表达上表现出特定的变化模式或连续性， 时间为了做到这一点，我们将反复评估孩子的社会行为与一个不熟悉的同龄人在整个赠款期间。这 研究计划将确定调节儿童先天气质的重要组成部分，以在社会上产生 适当和规范的社会行为或社会不适当和适应不良的不规范的社会行为。

Over the first four years of life children develop the skills to interact with both familiar and unfamiliar peers and adults in a socially appropriate manner. They leam to modulate their behavioral and emotional responses across multiple contexts and they develop skills to overcome initial hesitations to engage others. There are, however, instances, in which children are less successful in the development of regulated social behavior. Some childrendisplay social withdrawal and miss out opportunities to interact with peers and develop friendships. The lack of such experiences is often associated with low self-esteem and signs of depression in withdrawn children during the school years. Other children display impulsivityand low frustration tolerance and often find themselves engaged in conflict and struggles with peers and adults. The processes by which infants and young children develop the skills for regulated social interaction involve the interaction of their inborn temperamental styles with supportive, guiding, caregivtngbehaviors across a variety of contexts, and the development of certain information processing skills that facilitate the transition from the use of external supports in the modulation of behavior to internal self-reliant responses. In order to fully understand these processes, we will study each of these components and their interactions over time. The current proposal draws upon the research literature in four domains: temperament, frontal EEC asymmetry, mother-child interaction and socialization and the role of cognitive processes in the development of regulated and unregulated social behavior. We propose a longitudinal study in which will select two temperament groups, infants who are temperamentally fearful and infants who are temperamentally exuberant. We will follow these children over the first four years of life assessing the expression of their temperament, the pattern of maternal caregiving, and the development of executive function skills. We will assess frontal EEG asymmetry in these infants and over time. This measure has been found to be a significant correlate of temperament and our repeated assessment of frontal EEG asymmetry and child temperament will provide an important model for understanding the plasticity of neural development and the coordination of brain behavior relations in early childhood. Our proposed study will attempt an innovativeanalytical approach, growth modeling with latent cluster analysis so that we might identify clusters of children who show particularpatterns of change or continuity in the expression of temperament over time. To accomplish this we will repeatedly assess the child's social behavior with an unfamiliar peer across ths grant period. This program of research will identify the significant components that mediate a child's inborn temperament to produce either socially appropriate and regulated social behavior or socially inappropriate and maladaptive unregulated social behavior.