COGNITIVE COMPETENCE IN INFANCY: ORIGINS AND DEVELOPMENT

婴儿期认知能力：起源与发展

• 批准号: 3073094
• 负责人: MARC H BORNSTEIN
• 金额: $ 5.23万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1983
• 资助国家: 美国
• 起止时间: 1983-07-01 至 1988-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3073094
• 关键词: behavior test; child behavior; child psychology; cognition; infant human (0-1 year); language development; longitudinal human study; memory; mother child interaction; play; preschool child (1-5); psychophysiology

What are the earliest expressions of cognition in infancy? What are the origins, causes, and mechanisms by which individual differences in cognitive competence arise? And, what predictive value has cognitive stature in infancy for cognitive competence in childhood. The research program proposed here seeks to identify origins, early expressions, and implications of cognitive competence in infancy through analyses of infant, mother, and the ways these two principals transact over the child's first four years of life. This research program is driven both by cognitive theory (related to the central importance of mental representation) and by developmental theory (related to transactions of infant and caregiver). A small cohort of infants will be followed longitudinally. In the laboratory, detection, discrimination, and recognition abilities will be assessed at two months and habituation, recognition memory, and cross-modal transfer at six months as they give evidence of mental representation and as they predict the growth of categorization, language, play, and intelligence between one and four years. These cognitive data will be supplemented at each assessment period with observations of infant temperament and with descriptive coding and microanalysis of mother-infant interaction. Thus, the research embraces infant and parent to trace longitudinally transactional patterns between the two, and it is designed to assess infant and mother at multiple points to permit causal analyses of development. Further, the research focuses on patterns of change in individual infants and mother-infant dyads as well as on age-group trends. This research program promises to illuminate basic patterns and processes of normal cognitive development. Moreover, the accomplishment of this research looks forward to the design, construction, and implementation of cognitive enhancement programs for normal infants as well as intervention and remediation programs for infants who have been born at risk biologically, cognitively, or socially for developmental delay.

婴儿期认知的最早表现是什么？ 有哪些 个体差异的起源、原因和机制 认知能力出现？ 并且，有什么预测价值有认知 婴儿期的身高决定了儿童时期的认知能力。 研究 这里提出的计划旨在确定起源、早期表达和 通过对婴儿的分析，了解婴儿期认知能力的影响， 母亲，以及这两位校长处理孩子第一个孩子的方式 四年的生活。 该研究计划由认知驱动 理论（与心理表征的核心重要性相关）和 发展理论（与婴儿和护理人员的交易有关）。 一个 将纵向跟踪一小群婴儿。 在 实验室、检测、辨别和识别能力将 在两个月时进行评估，并评估习惯、识别记忆和跨模式 六个月后转学，因为他们提供了心理表征的证据，并且 因为他们预测分类、语言、游戏和 智力在一到四年之间。 这些认知数据将 在每个评估期补充婴儿的观察结果 气质以及母婴的描述性编码和微观分析 相互作用。 因此，该研究让婴儿和父母共同追踪 两者之间的纵向事务模式，它被设计为 对婴儿和母亲进行多点评估，以便进行因果分析 发展。 此外，该研究的重点是变化模式 婴儿个体和母婴二人组以及年龄组趋势。 该研究计划有望阐明基本模式和过程 正常的认知发展。 而且，这个成绩的实现 研究期待着设计、建造和实施 正常婴儿的认知增强计划及干预 针对出生时有风险的婴儿的补救计划 从生物学上、认知上或社会上来说，发育迟缓。