Intersensory Processing, Developmental Trajectories, and Longitudinal Outcomes

感觉间处理、发展轨迹和纵向结果

• 批准号: 8506380
• 负责人: Lorraine E Bahrick
• 金额: $ 42.54万
• 依托单位: FLORIDA INTERNATIONAL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-01 至 2018-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8506380
• 关键词: 5 year old; Achievement; Address; Affect; Age; Attention; Autistic Disorder; Basic Science; Binding; Child; Child Development; Childhood; Cognitive; Data; Data Set; Databases; Detection; Development; Developmental Process; Disease; Effectiveness; Equation; Event; Face; Feedback; Fostering; Foundations; Future; Goals; Growth; Health; Impairment; Individual Differences; Infant; Infant Development; Intervention; Knowledge; Language; Language Development; Lead; Learning; Life; Longitudinal Studies; Maintenance; Measures; Modeling; Outcome; Pathway interactions; Pattern; Performance; Procedures; Process; Protocols documentation; Psychological Transfer; Public Health; Research; Research Design; Role; Sampling; Science; Scientist; Social Development; Speech; Speed; Stimulus; Testing; Training; Translating; Translations; Voice; base; design; developmental disease; face perception; improved; indexing; infancy; innovation; knowledge base; multisensory; novel; public health relevance; scaffold; skills; social; sound; theories; therapy development

DESCRIPTION (provided by applicant): Disorders of attention, social, and communicative functioning have become a significant public health concern yet we lack a systematic data base characterizing the typical development of basic building blocks that support optimal developmental outcomes. Attention is the gateway to all we perceive, learn, and remember, however, it remains a significantly understudied topic in developmental science. Typically developing infants show heightened attention to faces, voices, and infant directed speech and this is critical for scaffolding cognitive, social, and language development. In contrast, children with autism show social orienting impairments marked by decreased attention to these stimuli as compared with nonsocial events, and serious deficits in social and communicative functioning. These capabilities depend critically on early attention and intersensory processing skills, the ability to integrate information across the senses, particularly in dynamic faces, voics and social events. However, there currently are no individual difference measures of intersensory processing for infants or young children and the pathways by which intersensory processing skills affect attention and later social, cognitive, and language development remain poorly understood, presenting serious obstacles to identifying the emergence of atypical developmental patterns in infancy. The present proposal addresses these needs. We have developed the first two individual difference measures of attention and intersensory processing that can be used with infants and young children. They assess attention orienting, disengaging, maintenance and speed and accuracy of intersensory processing for dynamic, audiovisual social and nonsocial events. The present proposal will provide the first longitudinal data sets revealing developmental trajectories for these basic building blocks of attention and intersensory processing in typical development across 3 to 42 mos of age (Aims 1 and 2). This will provide a critical basis for identifying atypical developmental trajectories. Using a structural equation approach to growth curve modeling, we will then test models of association between developmental trajectories for these measures with cognitive, social, and language outcomes at 18, 30, and 42 mos (Aim 3). This will elucidate the most viable models of influence through which intersensory processing and attention skills affect social, cognitive, and language outcomes, contributing to developmental theory, knowledge, and guiding interventions. Finally, we develop and test a procedure for training intersensory processing skills and assess its effectiveness in a transfer test (Aim 4). Improvement and the conditions that foster it will lay a foundation for developing intersensory interventions. These goals have high health relevance. They will reveal the typical development of infant attention and intersensory processing skills and their effects on child outcomes, providing the first systematic body of basic research designed to be relevant and easily translated to identifying early atypical trajectories of attentin and intersensory processing and guiding interventions.

描述（由申请人提供）：关注，社会和沟通功能的障碍已成为一个重大的公共卫生问题，但我们缺乏系统的数据库，该数据库表征了支持最佳发展成果的基本构件的典型发展。注意是我们所感知，学习和记住的所有门户，但是，它仍然是发展科学中的一个大量研究的话题。通常，发育中的婴儿对面孔，声音和婴儿的指示语音表现出高度的关注，这对于脚手架的认知，社会和语言发展至关重要。相比之下，孩子们 自闭症显示出与非社会事件相比，对这些刺激的关注以及社会和沟通功能的严重缺陷的标志，以社会为导向的障碍。这些功能主要取决于早期注意力和感官处理能力，即在感官中融合信息的能力，尤其是在动态面孔，语音和社交事件中。但是，目前尚无针对婴儿或幼儿的感官处理的个体差异措施，以及感官处理技能会影响注意力的注意力，而后来的社交，认知和语言发展仍然不足以理解，这给识别婴儿期非典型发育模式的出现带来了严重的障碍。目前的提案解决了这些需求。我们已经开发了可以与婴儿和幼儿一起使用的前两个个体差异衡量标准和感官处理。他们评估了动态，视听社会和非社会事件的感觉跨性处理的注意力，脱离，维护，速度和准确性。本提案将提供第一个纵向数据集，揭示这些基本的注意力和感官间处理的发展轨迹在3至42个年龄段的典型开发中（AIMS 1和2）。这将为识别非典型发展轨迹提供关键的基础。然后，我们将使用结构方程进行增长曲线建模，然后将在18、30和42 MOS的认知，社会和语言结果的这些措施中测试与这些措施的发展轨迹之间的关联模型（AIM 3）。这将阐明最可行的影响模型，通过这种影响，通过这种影响，感官处理和注意力技能会影响社会，认知和语言成果，从而有助于发展理论，知识和指导干预措施。最后，我们开发并测试了培训跨感官处理技能的程序，并在转移测试中评估其有效性（AIM 4）。改进和促进的条件将为发展感官间干预奠定基础。这些目标具有很高的健康相关性。他们将揭示婴儿的注意力和感觉跨性处理技能的典型发展及其对儿童结果的影响，从而提供了第一个系统的基础研究机构，旨在与之相关且易于转化为识别Attentin和跨感觉处理的早期非典型轨迹和跨感觉处理和指导干预措施。