Neurocognitive Mechanisms Underlying Preschoolers' Uncertainty Monitoring

学龄前儿童不确定性监测的神经认知机制

• 批准号: 10552228
• 负责人: Christopher Gonzales
• 金额: $ 3.36万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-03-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10552228
• 关键词: 3 year old; 5 year old; Address; Adolescence; Age; Attention; Behavioral; Caregivers; Child; Childhood; Clinical Trials Design; Cognitive; Conflict (Psychology); Curiosities; Custom; Decision Making; Detection; Development; Elephants; Environment; Environmental Risk Factor; Event-Related Potentials; Evidence based intervention; Experimental Designs; Exposure to; Family; Feeling; Future; Intervention; Label; Laboratories; Language; Learning; Linguistics; Literature; Mathematics; Measurable; Measures; Methods; Monitor; Neurocognitive; Neurosciences Research; Nursery Schools; Parents; Performance; Psyche structure; Randomized; Research; Role; Signal Transduction; Social Development; Socioeconomic Status; Testing; Uncertainty; United States National Institutes of Health; Weight; active control; age related; base; cognitive development; cognitive neuroscience; design; driving force; early childhood; executive function; experience; experimental study; improved; information seeking behavior; insight; intervention program; mental state; neural correlate; novel; response; skills; social; teacher; theories; training opportunity; 3 year old; 5 year old; Address; Adolescence; Age; Attention; Behavioral; Caregivers; Child; Childhood; Clinical Trials Design; Cognitive; Conflict (Psychology); Curiosities; Custom; Decision Making; Detection; Development; Elephants; Environment; Environmental Risk Factor; Event-Related Potentials; Evidence based intervention; Experimental Designs; Exposure to; Family; Feeling; Future; Intervention; Label; Laboratories; Language; Learning; Linguistics; Literature; Mathematics; Measurable; Measures; Methods; Monitor; Neurocognitive; Neurosciences Research; Nursery Schools; Parents; Performance; Psyche structure; Randomized; Research; Role; Signal Transduction; Social Development; Socioeconomic Status; Testing; Uncertainty; United States National Institutes of Health; Weight; active control; age related; base; cognitive development; cognitive neuroscience; design; driving force; early childhood; executive function; experience; experimental study; improved; information seeking behavior; insight; intervention program; mental state; neural correlate; novel; response; skills; social; teacher; theories; training opportunity

PROJECT SUMMARY/ABSTRACT. Children’s ability to reflect upon and monitor their subjective feelings of uncertainty, i.e., engage in uncertainty monitoring, is important for both cognitive and social development. Uncertainty monitoring is a necessary skill for optimal self-guided learning and strategic decision making, and it promotes children’s information seeking behavior and general curiosity about the world. Recent research has revealed that this ability is present even during the preschool-years, is associated with children’s learning and decisions, and even predicts longitudinal improvements in IQ. However, despite the importance of the emergence of uncertainty monitoring during the preschool years, little is known about the neurocognitive mechanisms underlying this ability. The proposed project will address this gap in the literature while providing an opportunity for training in the use of ERP methods, experimental design, repeated measures, as well as intervention methods utilized in developmental cognitive neuroscience research. For Aim 1, we will investigate two ERP components, the N2 and ERN, which have been identified as indicators of conflict detection and error monitoring in executive functioning tasks. We propose to test alternative hypotheses predicting these ERP components will also be associated with 4- and 5-year-old’s uncertainty monitoring ability. Children’s N2 and ERN will be measured using a novel ERP picture identification task which has reduced demand on executive functioning but provides children opportunities to rate their response uncertainty. For Aim 2, we will investigate whether different types of linguistic input promote 3-year-old children’s emerging ability to engage in uncertainty monitoring. This will provide the additional opportunity for training in clinical trials design per NIH designation. We predict that linguistic input that highlights the conceptual boundaries of certainty and uncertainty will improve 3-year-old children’s uncertainty monitoring, whereas linguistic input, which exposes children to other types of mental states language, or an active control which has children practice their rudimentary math skills will not affect uncertainty monitoring. Children will receive the different types of linguistic input using several custom illustrated storybooks, which were created for this study. Results from the studies from Aim 1 and for Aim 2 will both provide substantial contributions to theories of metacognitive development in typically and atypically developing children and will have the potential to provide insight into future intervention efforts in both educational and social domains.

项目摘要/摘要。孩子们反思和监视他们主观感受的能力 不确定性，即进行不确定性监测，对于认知和社会发展都很重要。 不确定性监测是最佳自我指导学习和战略决策的必要技能，并且 促进儿童的信息寻求行为和对世界的普遍好奇心。最近的研究已有 揭示该能力即使在学龄前也可以呈现，也与儿童的学习和 决策，甚至预测智商的纵向改进。但是，尽管很重要 不确定性监测期间的出现，对神经认知知之甚少 这种能力的基础机制。拟议的项目将在文献中解决这一差距 用于使用ERP方法，实验设计，重复措施以及的机会 干预方法用于发育认知神经科学研究。对于AIM 1，我们将调查 两个ERP组件，N2和ERN，已被确定为冲突检测和错误的指标 在执行功能任务中监视。我们建议测试预测这些ERP的替代假设 组件还将与4岁和5岁的不确定性监测能力有关。儿童的N2和 ERN将使用新颖的ERP图片识别任务来衡量，该任务减少了对高管的需求 功能，但为孩子们提供了评估他们的反应不确定性的机会。对于AIM 2，我们将调查 不同类型的语言投入是否促进了3岁儿童的新兴能力 不确定性监测。这将为NIH提供额外的临床试验设计培训机会 设计。我们预测，语言输入强调了确定性的概念界限和 不确定性将改善3岁儿童的不确定性监测，而语言输入则可以揭示 儿童使用其他类型的精神状态语言，或者有孩子的主动控制练习 基本的数学技能不会影响不确定性监测。孩子会收到不同类型的 语言输入使用了为这项研究创建的几个自定义插图的故事书。结果 AIM 1和AIM 2的研究都将为元认知理论提供实质性的贡献 在典型和非典型的儿童中发展，并有可能洞悉 未来在教育和社会领域的干预工作。