The Interplay of Parenting and Temperament in Associations with Child Executive Functions

养育方式和气质与儿童执行功能的相互作用

• 批准号: 9348388
• 负责人: Jennifer Suor
• 金额: $ 4.4万
• 依托单位: UNIVERSITY OF ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9348388
• 关键词: 5 year old; Address; Adolescence; Apple; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Caregivers; Characteristics; Child; Child Behavior; Child Rearing; Child Support; Childhood; Code; Competence; Development; Dimensions; Discipline; Elements; Emotional; Family; Fellowship; Foundations; Generations; Goals; Health; Individual; Individual Differences; Influentials; Informal Social Control; Intervention; Investigation; Knowledge; Learning; Literature; Longevity; Methods; Modeling; Mothers; Nature; Nursery Schools; Outcome; Parents; Pathway interactions; Pattern; Performance; Play; Predisposition; Prefrontal Cortex; Problem Solving; Process; Psychopathology; Public Health; Regulation; Reporting; Research; Risk Factors; Role; Sampling; Short-Term Memory; Socialization; Specific qualifier value; Specificity; Substance abuse problem; Temperament; Testing; Theoretical model; To specify; Toddler; Variant; Work; academic preparation; base; caregiving; cognitive development; cognitive process; directed attention; disadvantaged population; early childhood; executive function; experience; goal oriented behavior; modifiable risk; novel; psychosocial adjustment; public health relevance; racial diversity; resilience; response; scaffold; social; socialization behavior; socioeconomics; trait

 DESCRIPTION (provided by applicant): Executive Functions (EF) are higher-order cognitive processes (e.g., working memory, set-shifting, inhibitory control) that support self-regulation of behavior and develop in early childhood. Early EF abilities are robust predictors of academic readiness and socio-emotional competence; and EF interventions have been identified as potential paths for decreasing health-related disparities experienced by disadvantaged populations. EFs are highly malleable in early childhood and social influences seem to play a significant role in contributing to individual differences in children's abilities; however, curren developmental models lack specificity with respect to which caregiver behaviors are the most influential. Recent domain approaches to parenting propose that the socialization of children occurs within distinct domains (e.g., guided learning, control, and reciprocity) and domain-specific parenting practices serve to promote domain relevant child outcomes. The current application will apply this novel domain approach, which may provide conceptual clarity to developmental models of child EF, and enhance the ability to draw firm conclusions about the key parental socialization behaviors associated with individual differences in children's EF abilities. This will be accomplished by testing the differential associations among parental socialization practices and child EF, with the hypothesis that parenting practices within the guided learning domain will be more proximally related to child EF outcomes in comparison to other socialization domains (AIM 1). Second, differential susceptibility frameworks have identified child temperamental characteristics of negative emotionality and exuberance as plasticity factors that evince heightened sensitivity to both positive and negative aspects of parenting; however, this has yet to be examined within the context of child EF. The present study will integrate differential susceptibility and domain frameworks to delineate whether this 'for better or for worse' pattern as it pertains to child EF is specific to variations in guided learning parenting practices (AIM 2). Aims will be tested within a study of 162 socioeconomically and racially diverse mothers and their 5 year-old children. New elements of this work include the application of a domain approach to parenting in examining specific parental socialization practices associated with individual differences in child EF, integration of differential susceptibility framework to examine how child temperament fits within this model, observational coding of different domains of parenting and child temperament, and multi- method assessments of child EF (performance-based tasks, caregiver reports). Findings will enhance understanding of the interplay between parenting practices and individual child variables in association with individual differences in children's EF. Research also has the potential to identify specific targets for parenting interventions towards supporting child EF outcomes, and the child characteristics that moderate their efficacy.

 描述（由适用提供）：执行功能（EF）是高阶认知过程（例如，工作记忆，设置转移，抑制性控制），支持对行为的自我调节并在幼儿期间发展。早期的EF能力是学术准备和社会情感能力的强大预测指标； EF干预措施已被确定为减少灾难人群遇到的与健康相关的差异的潜在途径。 EFS在幼儿时期具有很高的延展性，社会影响似乎在促进儿童能力的个体差异方面起着重要作用。但是，库伦发展模型缺乏照顾者行为最有影响力的特殊性。养育育儿建议的最新领域方法是，儿童的社会化发生在不同的领域（例如，指导性学习，控制和互惠）和特定领域的育儿实践有助于促进与领域相关的儿童结果。当前的应用将采用这种新颖的领域方法，该方法可能会为儿童EF的发展模型提供概念上的清晰度，并增强对与儿童EF能力中个人差异相关的关键父母社交行为的确定能力。这将通过测试父母社会化实践和儿童EF之间的差异关联来实现，这是假设指导学习领域内的育儿实践与其他社会化领域相比将与儿童EF成果更近端相关（AIM 1）。其次，差异敏感性框架已经确定了负面情绪和旺盛的儿童温度特征，这是对育儿正面和负面方面敏感性提高敏感性的可塑性因素。但是，这尚未在儿童EF的背景下进行检查。本研究将整合差异敏感性和域框架，以描绘出“更好或更糟”的模式，因为它与儿童EF有关，这与指导学习育儿实践的变化有关（AIM 2）。在162个社会经济和大致多样化的母亲及其5岁的孩子的研究中，将对目标进行测试。这项工作的新元素包括在检查与儿童EF中个体差异相关的特定父母社会化习惯中应用域方法的应用，不同敏感性框架的整合，以检查儿童温度如何适合该模型中的儿童，观察育儿和儿童温度的不同领域的观察编码，以及基于绩效的任务（基于绩效任务）的育儿和儿童温度的评估，Caregiver，Caregiver，Caregiver，Caregiver，Caregiver Respress。调查结果将增强对育儿实践与单个儿童变量之间的相互作用的理解，与儿童EF的个体差异有关。研究还有可能确定育儿干预措施的特定目标，以支持儿童EF的结果，以及适度其效率的儿童特征。