Psychometrics and Predictive Validity of Infant Learning

婴儿学习的心理测量学和预测有效性

• 批准号: 10737169
• 负责人: JOHN A. COLOMBO
• 金额: $ 67.9万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-08 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10737169
• 关键词: 2 year old; Affective; Age; Age Months; Animals; Area; Behavior; Behavior Control; Behavioral Sciences; Clinical Trials; Cognition; Cognitive; Development; Developmental Course; Developmental Delay Disorders; Developmental Disabilities; Early Intervention; Environment; Evaluation; Extinction; Future; Goals; Human; Human Development; Individual; Individual Differences; Infant; Language Development; Language Tests; Learning; Literature; Longevity; Longitudinal Studies; Measures; Motor; Operant Conditioning; Organism; Outcome; Outcome Study; Perception; Performance; Property; Psychological reinforcement; Psychometrics; Publishing; Research; Research Personnel; Risk; Sampling; Science; Speed; Standardization; System; Testing; Training; Work; cognitive development; cognitive function; conditioning; early childhood; improved; individual variation; infancy; language outcome; learned behavior; member; neglect; outcome prediction; pre-clinical; preclinical study; reinforcer; response; social; standardize measure; virtual; 2 year old; Affective; Age; Age Months; Animals; Area; Behavior; Behavior Control; Behavioral Sciences; Clinical Trials; Cognition; Cognitive; Development; Developmental Course; Developmental Delay Disorders; Developmental Disabilities; Early Intervention; Environment; Evaluation; Extinction; Future; Goals; Human; Human Development; Individual; Individual Differences; Infant; Language Development; Language Tests; Learning; Literature; Longevity; Longitudinal Studies; Measures; Motor; Operant Conditioning; Organism; Outcome; Outcome Study; Perception; Performance; Property; Psychological reinforcement; Psychometrics; Publishing; Research; Research Personnel; Risk; Sampling; Science; Speed; Standardization; System; Testing; Training; Work; cognitive development; cognitive function; conditioning; early childhood; improved; individual variation; infancy; language outcome; learned behavior; member; neglect; outcome prediction; pre-clinical; preclinical study; reinforcer; response; social; standardize measure; virtual

PROJECT SUMMARY The ability to detect sensorimotor contingencies between an organism's actions and changes in the environment is essential to survival, impacting social, motor, affective, and cognitive domains. Operant conditioning paradigms provide a direct measure of contingency learning, and are amenable for use throughout infancy. The primary goal of this research is to determine whether individual variations in contingency learning are consistent or correlated across tasks and/or across development, and to determine whether these measures predict future standardized measures of cognition. To this end, we will longitudinally test infants from 6-18 months using two established infant operant conditioning tasks—the synchronous reinforcement paradigm and train task—each involving a different response system (looking vs. lever pressing) and reinforcer. Despite the fact that learning is universally regarded as a fundamental component of human behavior, after over a century of behavioral science, we simply do not know whether or to what degree individual differences in measures of learning in infancy are consistent psychometrically, or whether they are directly associated with broader cognitive and language outcomes. There is substantial demand for the inclusion of measures of learning in clinical trials as potential outcomes for early interventions, but these fundamental issues have never been previously established or investigated in infancy. This proposal features two investigators with direct expertise in operant learning paradigms for infants and in conducting longitudinal projects; here, they seek to establish the fundamental psychometric properties of individual differences in classic parameters of operant conditioning within ages across tasks and across ages, and to establish the developmental course of these parameters. We also seek to determine the predictive validity of these individual differences, whether the indicators themselves or their developmental functions are predictive of standardized 24-month outcomes. We propose to use two paradigms that utilize different operants (looking and motor actions) each of which have previously been established as valid and workable in published literature. Learning within traditional conditioning paradigms has long been neglected in the area of human infancy; this study has the potential to resurrect learning in infant studies and developmental science. Given that differences in contingency learning have been noted in at-risk infant samples and learning is often used in preclinical animal work, this work would serve to provide a connection between preclinical studies and clinical trials. Our findings will have critical implications for the use of learning in clinical trials and long-term outcome studies.

项目摘要 检测有机体行为和变化之间感觉运动意外事件的能力 环境对于生存，影响社会，运动，情感和认知领域至关重要。操作员 调节范式可直接测量应急学习，并且可以使用 整个婴儿期。这项研究的主要目的是确定个人是否在 应急学习在任务和/或整个开发之间是一致或相关的，并确定 这些措施是否预测了认知的未来标准化测量。为此，我们将纵向 使用两个已建立的婴儿操作调节任务的6-18个月的婴儿测试婴儿 - 同步 强化范式和火车任务 - 涉及不同的响应系统（看起来与杠杆紧迫） 和增强器。尽管学习被普遍视为人类的基本组成部分 行为科学经过一个多世纪的行为，我们根本不知道是什么程度的 在婴儿期学习测量中的个体差异在心理上是一致的，或者是否是 与更广泛的认知和语言结果直接相关。对 将学习的测量包括在临床试验中作为早期干预措施的潜在结果，但是这些 以前从未在婴儿期建立或调查的基本问题。该提案的特征 两名研究人员具有直接专家的婴儿学习范式的专家，并进行纵向进行纵向 项目；在这里，他们试图建立个体差异的基本心理测量特性 跨任务和跨年龄段的年龄段运行条件的经典参数，并建立 这些参数的发展过程。我们还试图确定这些的预测有效性 个体差异，指标本身或其发展功能是预测的 标准化的24个月结果。我们建议使用两个利用不同操作员的范式（寻找 和电动机动作）以前已确定为有效且可行的每种动作 文学。在人类领域，在传统条件范式中的学习长期以来一直被忽略 婴儿期；这项研究有可能在婴儿研究和发展科学中恢复学习。给出 在处于危险的婴儿样本中已经注意到了应急学习的差异，并且经常在学习中使用 临床前动物工作，这项工作将提供临床前研究与临床之间的联系 试验。我们的发现将对在临床试验和长期结果中学习的使用有关键的影响 研究。