Relations Between Early Emotion and Cognitive Processes

早期情绪与认知过程之间的关系

基本信息

批准号：
7446159
负责人：
SUSAN D CALKINS
金额：
$ 26.7万
依托单位：
UNIVERSITY OF NORTH CAROLINA GREENSBORO
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-07-01 至 2011-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7446159
关键词：
Academic achievement Address Adult Affect Age Area Arousal Attention Behavior Brain Child Child Development Clinical Psychology Cognition Cognitive Competence Development Emotional Emotions Exercise Fostering Foxes Goals Gray unit of radiation dose Informal Social Control Life Link Literature Longitudinal Studies Measures Memory Nursery Schools Outcome Parent-Child Relations Parenting behavior Pathway interactions Pear Problem Solving Process Psychopathology Regulation Research Role Schools Self-control as a personality trait Social Behavior Social Development Socialization Specific qualifier value Standards of Weights and Measures Sum Thinking Time Work cognitive control contextual factors developmental psychology early childhood emotion regulation executive function experience frontal lobe neurodevelopment parental role showing emotion skills social social skills success

项目摘要

DESCRIPTION (provided by applicant): This revised proposal describes a longitudinal study that addresses both basic and applied questions regarding early child development by examining basic emotion and cognitive processes. We propose to examine the trajectories of emotional and cognitive control and understanding at three time points across the preschool to kindergarten period and assess their relation to early social and academic functioning in kindergarten. The theoretical framework guiding this work hypothesizes that emotional control will affect the trajectories of cognitive development, but that both sets of processes will predict successful adjustment to kindergarten. This framework also specifies a moderating effect of parenting processes in differentially affecting these emotional and cognitive developments. Three hundred children will be assessed at ages 3.5, 4.5, and during the child's transition to kindergarten. At each age, a battery of emotion and cognition tasks will be administered and parent-child interaction will be observed. In addition, during the kindergarten assessment, measures of social and academic competence will be collected. The proposal is a significant and necessary first step toward (1) specifying the core emotion and cognition processes that are implicated in early social and academic success; (2) understanding the developmental trajectories of these processes and the connections between these process; and (3) identifying the parenting factors that affect these emotion and cognition trajectories.

描述（由申请人提供）：该修订后的提案描述了一项纵向研究，通过检查基本情绪和认知过程来解决有关早期儿童发展的基本和应用问题。我们建议检查从学前班到幼儿园期间三个时间点的情绪和认知控制和理解的轨迹，并评估它们与幼儿园早期社会和学业功能的关系。指导这项工作的理论框架假设情绪控制会影响认知发展的轨迹，但这两组过程都将预测成功适应幼儿园。该框架还明确了养育过程对这些情感和认知发展的不同影响的调节作用。 300 名儿童将在 3.5 岁、4.5 岁以及孩子过渡到幼儿园期间接受评估。在每个年龄段，都会执行一系列情感和认知任务，并观察亲子互动。此外，在幼儿园评估期间，将收集社会和学术能力的衡量标准。该提案是朝着（1）明确与早期社会和学术成功有关的核心情感和认知过程迈出的重要且必要的第一步；（2）了解这些过程的发展轨迹以及这些过程之间的联系；（3）确定影响这些情绪和认知轨迹的养育因素。