Intersensory Processing, Developmental Trajectories, and Longitudinal Outcomes

项目摘要 注意力是通往我们感知、学习和记忆的大门，注意力障碍仍然是一个问题。 国家公共卫生关注。尽管我们生活在一个重叠的、动态的、多模态事件的世界里， 在这种复杂性的背景下，注意力的发展是已知的。婴儿必须学会有选择地 通过检测同步的景象和声音来关注单一的多模态事件（感觉间处理，IP） (e.g.,面部和说话者的声音），并在竞争的背景下灵活地转移和保持注意力。 刺激.这些基本技能，我们称之为“多感官注意力技能”（MASks），为我们提供了一个基石， 语言与社会发展。然而，没有系统的数据库描述早期典型的 这些基础MASK的发展或通过它们导致最佳 结果。取得进展的一个主要障碍是缺乏适当的个体差异衡量标准， 婴儿和儿童为了解决这些问题，我们创建了第一个个体差异协议， 评估MASks，并将在这里使用它们来建立第一个发展数据库（跨越3-72个月）， 从MASks到关键儿童结果的发展路径模型依赖于这个基础。我们 措施指数知识产权，注意力的维持，并在重叠的视听社会和 非社会性事件作为表征个别儿童熟练程度所需的一种分析， 发育变化和非典型发育风险。在我目前的R 01中，我们收集纵向 使用这些方案的107名婴儿的3-36个月数据。初步结果显示， 语言和社会结果之间的变化和令人印象深刻的关系。在这里，我们通过以下方式建立这些发现： 测试：a）48、60和72个月时的相同儿童，B）48、60和72个月时的新队列，c）两个月后的结局 对成功的童年功能至关重要的新领域--自我调节/EF和入学准备，以及d） 使用ERP的IP的神经相关性。使用最先进的基于SEM的增长曲线和面板建模，我们将 模拟婴儿MASK如何发展并级联到儿童时期的这些重要领域。的具体目标 该项目旨在描述MASK的典型纵向增长特征，并定义表示风险的值 延迟（目标1），测试模型表征从MASks到语言和社会能力的途径（目标2）， 以及自我规管/EF和入学准备（目标3）。在48、60和72 mos下的较大样本将使我们能够 为了更详细地测试发展途径的假设和替代模型，评估实践 影响和探索IP的神经相关性。研究结果将通过提供第一个 工具、数据和发展过程的知识库，通过这些工具、数据和知识库， 童年的结果。这有可能催化多感官注意力研究的转变， 当前发展科学的转变，侧重于个体差异和发展变化， 确定非典型发展和指导干预所需的分析水平。

Project Summary Attention is the gateway to all we perceive, learn and remember, and disorders of attention continue to be a national public health concern. Although we live in a world of overlapping, dynamic, multimodal events, little is known about the development of attention in the context of this complexity. Infants must learn to selectively attend to unitary multimodal events (intersensory processing, IP) by detecting synchronous sights and sounds (e.g., face and voice of a speaker) and to flexibly shift and maintain attention in the context of competing stimulation. These basic skills, which we call “multisensory attention skills” (MASks), provide a cornerstone for language and social development. However, there is no systematic database characterizing the early typical development of these foundational MASks or the developmental pathways through which they lead to optimal outcomes. A key obstacle to progress has been the lack of individual difference measures appropriate for infants and children. To address these issues we have created the first individual difference protocols for assessing MASks, and will use them here to build the first developmental database (across 3-72 mos), and to model developmental pathways from MASks to critical child outcomes that rely on this foundation. Our measures index IP, attention maintenance, and shifting in the context of overlapping audiovisual social and nonsocial events at a grain of analysis needed for characterizing the proficiency of individual children, developmental change, and risk for atypical development. In my current R01, we are collecting longitudinal data for 107 infants across 3-36 mos using these protocols. Preliminary results show clear developmental change and impressive relations with language and social outcomes. Here, we build on these findings by testing: a) the same children at 48, 60, and 72 mos, b) a new cohort at 48, 60, and 72 mos, c) outcomes in two new domains critical for successful childhood functioning—self-regulation/EF and school readiness, and d) neural correlates of IP using ERPs. Using cutting-edge SEM-based growth curve and panel modeling, we will model how infant MASks develop and cascade to these important domains in childhood. The specific aims of this project are to characterize the typical longitudinal growth of MASks and define values signifying risk for delays (Aim 1), test models characterizing pathways from MASks to language and social competence (Aim 2), and to self-regulation/EF and school readiness (Aim 3). The larger sample at 48, 60, and 72 mos will enable us to test hypothesized and alternative models of developmental pathways in greater detail, assess practice effects and explore neural correlates of IP. Findings will advance theory and methodology by providing the first tools, data, and knowledge base of developmental processes through which basic MASks impact important outcomes in childhood. This has potential to catalyze a shift in the study of multisensory attention in line with the current shift in developmental science, focusing on individual differences and developmental change—a level of analysis necessary for identifying atypical development and guiding interventions.