Psychometrics /Executive Function in Preschool Children

学龄前儿童的心理测量/执行功能

• 批准号: 7012026
• 负责人: STEPHANIE M. CARLSON
• 金额: $ 29.92万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-30 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7012026
• 关键词: behavior test; behavioral /social science research tag; child psychology; clinical research; data collection methodology /evaluation; emotions; executive function; functional ability; human subject; intelligence tests; language development; learning transfer; longitudinal human study; parent offspring interaction; play; preschool child (1-5); psychometrics; psychotherapy; questionnaires; self help; socializations

DESCRIPTION (provided by applicant): Executive functioning (EF) refers to self-regulation of thought and behavior. It has been implicated in several areas of cognitive and social development and deficits in EF are found in childhood disorders of autism and ADHD. Surprisingly little is known, however, about the normative course of EF development and the factors that guide it. Scientific inquiry and clinical practice pertaining to EF have been hampered by a lack of universal and appropriate measures of EF for preschool-age children. Existing measures suffer from a lack of generalizability, lengthy and non-child-friendly protocols, floor and ceiling effects, and ill-defined task demands. The proposed research has three major aims. First, new measures will be developed and tested with a diverse population of children from 30 to 60 months of age. The measures are multi-dimensional, brief, and sequenced to be age-appropriate. They will be standardized and normed for use in multiple settings. Second, longitudinal studies will be carried out to verify that individual children's development conforms to the sequence outlined in the first phase. As well, this design will include assessment of factors that might contribute to individual differences in EF including language, symbolic play, and parental input. Lastly, building on this newly acquired knowledge of normative development, training studies will be conducted to test the effectiveness of direct instruction in the tasks and training transfer from other skills such as symbolic play. This research will form the basis for more sound intervention strategies to improve children's overall functioning.

描述（由申请人提供）：执行功能（EF）是指思想和行为的自我调节。它与自闭症和多动症的儿童疾病中发现了认知和社会发展的多个领域。然而，令人惊讶的是，关于EF开发的规范过程及其指导的因素知之甚少。与EF有关的科学探究和临床实践受到了学龄前儿童的EF的普遍和适当的措施的阻碍。现有措施缺乏普遍性，冗长和非孩子友好的协议，地板和天花板效果以及未定义的任务需求。拟议的研究具有三个主要目标。首先，将制定和测试新的措施，以30至60个月大的儿童种群多样化。这些措施是多维的，简短的，并且是适合年龄的。它们将被标准化并规范用于多种设置。其次，将进行纵向研究，以验证单个孩子的发育是否符合第一阶段概述的序列。同样，该设计将包括评估可能导致EF中个体差异在内的因素，包括语言，象征性游戏和父母的输入。 最后，基于这种新获得的规范发展知识，将进行培训研究，以测试直接教学在任务和培训转移中的有效性，例如象征性游戏等其他技能。这项研究将构成更多合理干预策略，以改善儿童的整体功能。