INFANT JOINT ATTENTION AND DEVELOPMENTAL OUTCOMES

婴儿联合注意力和发育结果

• 批准号: 6182522
• 负责人: PETER C MUNDY
• 金额: $ 22.84万
• 依托单位: UNIVERSITY OF MIAMI CORAL GABLES
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-01 至 2004-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6182522
• 关键词: attention; behavior prediction; behavior test; behavioral /social science research tag; caregivers; child psychology; clinical research; cognition; developmental psychology; human subject; infant human (0-1 year); language development; longitudinal human study; preschool child (1-5); psychometrics; social behavior

The identification of infant predictors of childhood cognitive and behavioral outcomes is an important topic for basic and applied developmental psychology. The description of predictors is critical to the early identification of children "at risk" for developmental and behavioral disorders and to the optimal targeting of primary and secondary interventions for these children. Furthermore, evidence of continuity between infant and childhood abilities provides information that is fundamental to research and theories on the nature of human psychological development. Therefore, a priority has been placed on research that not only identifies new methods of infant assessments that will contribute to the predictive validity of infant assessment batteries but also examines the constitutional and environmental- caregiving mechanisms that may contribute to continuity between infant and childhood development. In this regard, though, insufficient attention has been paid to the potential importance of individual differences in joint attention skill development as infant predictors of outcome, either in research on infant predictors or in research on joint attention. This despite research and theory that suggests that infant joint attention skills reflect aspects of social-cognitive, as well as social- emotional competence and self-regulatory, capacities that may be expected to relate to both behavioral and cognitive outcomes in childhood. The proposed longitudinal study has been designed to address this important hypothesis, as well as to examine the degree to which the continuity between infant joint attention and childhood outcomes reflect caregiver and infant constitutional factors. One hundred twenty infants will be followed longitudinally, at four-month intervals, from 6 to 36 months of age. The data provided by this study may be expected to: a) improve early screening and diagnosis in infancy, b)advances the understanding of the integrated nature of social emotional and cognitive development in infancy and early childhood, and c) advance the understanding of the joint attention disturbance that plays a fundamental role in autism, as well as other forms of developmental disorders.

儿童认知和行为结果的婴儿预测因素的识别是基本和应用发育心理学的重要主题。 预测因素的描述对于早期识别发育和行为障碍“处于风险”的儿童以及对这些儿童的主要和次要干预措施的最佳靶向至关重要。 此外，婴儿与儿童时期能力之间连续性的证据提供了有关人类心理发展本质的研究和理论至关重要的信息。 因此，对研究的优先级不仅确定了婴儿评估的新方法，这些方法将有助于婴儿评估电池的预测有效性，而且还研究了可能有助于婴儿和儿童发展之间连续性的宪法和环境协调机制。 但是，在这方面，在对婴儿预测因子的研究或共同关注研究中，共同注意技能发展中个体差异作为婴儿预测的潜在重要性的不足。 尽管研究和理论表明，婴儿的联合注意力技能反映了社会认知的各个方面，社会情感能力和自我调节的，可能与童年时行为和认知结果有关的能力。 拟议的纵向研究旨在解决这一重要假设，并研究婴儿关注的关注与儿童期结局之间的连续性反映了照顾者和婴儿宪法因素。 从6至36个月大的时间间隔四个月，将以四个月的间隔纵向跟踪一百二十名婴儿。 这项研究提供的数据可能预期：a）改善婴儿期的早期筛查和诊断，b）对婴儿期和幼儿期社会情绪和认知发展的综合性质的理解，以及c）促进对自闭症中基本作用的联合注意力障碍的理解，以及其他形式的发育障碍。