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

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。 不确定性，即进行不确定性监测，对于认知和社会发展都是重要的。 不确定性监控是最佳自我指导学习和Straetegic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一般好奇心 揭示该能力即使在学龄前也存在，也与儿童的学习和 决定，甚至可以预测智商的纵向改进。 在学龄前期间监测不确定性的出现，对神经认知知之甚少。 该能力的基础机制。 用于使用ERP方法，实验设计，重复措施以及的机会 发育性神经科学研究中使用的间隔方法。 两个ERP组件，N2和ERN，已被确定为冲突检测和错误的指标 在执行功能任务中进行监视。 与4岁的不确定性监测能力相关的组件也是如此 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 运作，但主管孩子有机会对AIM 2的反应不确定性进行评分。 不同类型的语言投入是否促进了3岁儿童的新兴能力 不确定性监视。 名称。 不确定性将改善3岁儿童的不确定性监测，而语言输入则暴露 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 基本的数学技能遗嘱不会影响不确定性监测。 语言输入使用几个自定义插图的故事书，这些故事是为最好的。 AIM 1和AIM 2的研究都将为元认知理论提供实质性的贡献 在典型和经常发育的儿童中发展，并将对 未来在教育和社会领域的干预工作。