Cognitive Functions Linked to Frontal Lobe

与额叶相关的认知功能

基本信息

批准号：
7586106
负责人：
ADELE D DIAMOND
金额：
$ 18.9万
依托单位：
UNIVERSITY OF BRITISH COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
1997
资助国家：
美国
起止时间：
1997-06-10 至 2011-02-28
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7586106
关键词：
2 year old 3 year old 4 year old 5 year old Accounting Address Adult Affect Age Appearance Area Attention Attention deficit hyperactivity disorder Autistic Disorder Back Behavior Benchmarking Boxing Canis familiaris Categories Child Child Development Cognitive Coin Color Computers Cues Development Diamond Dimensions Discrimination Disease Dissociation Elderly Exercise Eye Flowers Gel Genetic Heart Illusions Infant Ink Institutes Life Link Literature Location Manuals Maps Marble Measures Memory Mind Negative Finding Obsessive-Compulsive Disorder Only Child Operative Surgical Procedures Paint Pattern Performance Phase Play Principal Investigator Procedures Property Psyche structure Reaction Time Reading Reporting Research Research Design Research Personnel Residual state Response to stimulus physiology Retrieval Role Running Schizophrenia Shapes Side Sorting - Cell Movement Space Perception Specificity Stimulus Structure Testing Time Toy Translating Tweens Visual Work abstracting addiction base cognitive control cognitive function coping cost design executive function flexibility follow-up frontal lobe grasp improved infancy insight mental set neurochemistry neurodevelopment programs research study response sample fixation selective attention theories two-dimensional verbal conditioning young adult

项目摘要

DESCRIPTION (provided by applicant): This is part of a larger endeavor whose aim is to systematically investigate executive control functions, studying their development, neural bases, and genetic & neurochemical modulation from infancy through old age. The focus here is on inhibition of attention, inhibition of action, and cognitive flexibility during early development. It is hypothesized that: (1) Errors made by children of 3-10 years reflect problems with flexibly switching. Even 3-year-olds will succeed at steady-state attentional inhibition (selective attention) and steady-state action inhibition (inhibition of old stimulus-response mappings). Lags of up to 3-6 years will be found, however, between when children can first show inhibition in steady-state and when they can switch back and forth. (2) This progression does not depend on improved memory; even the younger children will be able to state the correct rule on each trial. It does depend, though, on improvements in the ability to execute the mental computations necessary to translate abstract rules into practice. The core problems in the development of executive control functions are the abilities to flexibly switch mental settings and to flexibly manipulate information in one's mind, not inhibition or memory per se. (3) Many of the errors made by infants and preschoolers reflect difficulty in grasping that two things are conceptually connected if they are not physically connected (e.g., not part of the same entity), and the flip side, difficulty grasping that attributes of a single entity can be separated and the entity conceptually redescribed from different perspectives. Thus, while switching attentional focus and response mappings is difficult, when the stimulus dimensions are separated, children will succeed at such switching at a very young age. The proposed research will test these and other hypotheses, charting the development of inhibitory control and cognitive flexibility in the early years of life. This will provide valuable insights into why children have difficulties, conditions for optimizing their performance, and benchmarks by which to assess children's development or deficits. A more refined understanding of executive control functions will assist efforts to understand how these are differentially affected in disorders such as Attention Deficit Hyperactivity Disorder, Obsessive Compulsive Disorder, schizophrenia, addictions, and autism. Insights into the conditions under which children can succeed may yield procedures that might prove helpful to those afflicted with disorders affecting these critical functions.

描述（由申请人提供）：这是一项更大的努力的一部分，其目的是系统地研究执行控制功能，研究其发展，神经碱以及从婴儿期到老年的遗传和神经化学调节。这里的重点是在早期发展期间抑制注意力，抑制作用和认知灵活性。假设：（1）3-10岁儿童犯错的错误反映了灵活切换的问题。即使是3岁的孩子，也将在稳态的注意力抑制（选择性注意力）和稳态作用抑制（抑制旧刺激 - 反应映射）方面取得成功。但是，在儿童可以在稳态中表现出抑制以及何时可以来回切换之间，将发现长达3 - 6年的滞后。（2）此进展不取决于改善的记忆；即使是年幼的孩子也能够在每个审判中陈述正确的规则。但是，这确实取决于改进执行将抽象规则转化为实践所需的心理计算的能力。执行控制功能开发的核心问题是能够灵活切换心理环境并在脑海中灵活地操纵信息的能力，而不是抑制或记忆本身。（3）婴儿和学龄前儿童犯下的许多错误反映了难以抓住如果没有物理连接（例如，不是同一实体的一部分），在概念上连接了两件事，而另一方面，另一方面很难掌握该属性单个实体可以分开，并且从概念上从不同的角度重新描述了实体。因此，尽管很难切换注意力焦点和响应映射，但是当刺激尺寸分开时，儿童在很小的时候就会成功。拟议的研究将检验这些假设和其他假设，绘制生命早期抑制性控制和认知灵活性的发展。这将提供宝贵的见解，说明儿童为什么遇到困难，优化表现的条件以及评估儿童的发育或缺陷的基准。对执行控制功能的更精致的理解将有助于努力了解它们在诸如注意力缺陷多动障碍，强迫症，精神分裂症，成瘾和自闭症等疾病中如何受到差异影响。对儿童成功的条件的见解可能会产生可能证明对影响这些关键功能的疾病的人有帮助的程序。

项目成果

期刊论文数量（17）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Memory maintenance and inhibitory control differentiate from early childhood to adolescence.

DOI：
10.1080/87565641.2010.508546
发表时间：
2010
期刊：
Developmental neuropsychology
影响因子：
1.5
作者：
Shing YL;Lindenberger U;Diamond A;Li SC;Davidson MC
通讯作者：
Davidson MC

Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial.

DOI：
10.1037/a0038454
发表时间：
2015-01
期刊：
DEVELOPMENTAL PSYCHOLOGY
影响因子：
4
作者：
Schonert-Reichl, Kimberly A.;Oberle, Eva;Lawlor, Molly Stewart;Abbott, David;Thomson, Kimberly;Oberlander, Tim F.;Diamond, Adele
通讯作者：
Diamond, Adele

An effect of inhibitory load in children while keeping working memory load constant.

DOI：
10.3389/fpsyg.2014.00213
发表时间：
2014
期刊：
Frontiers in psychology
影响因子：
3.8
作者：
Wright A;Diamond A
通讯作者：
Diamond A

Do children need reminders on the Day-Night task, or simply some way to prevent them from responding too quickly?

孩子们是否需要有关日夜任务的提醒，或者只是需要某种方法来防止他们反应太快？

DOI：
10.1016/j.cogdev.2015.10.003
发表时间：
2016
期刊：
Cognitive development
影响因子：
1.8
作者：
Ling,DaphneSue;Wong,ColeDavies;Diamond,Adele
通讯作者：
Diamond,Adele

Refining the understanding of inhibitory processes: how response prepotency is created and overcome.

加深对抑制过程的理解：如何产生和克服反应优势。

DOI：
10.1111/j.1467-7687.2011.01105.x
发表时间：
2012
期刊：
Developmental science
影响因子：
3.7
作者：
Simpson,Andrew;Riggs,KevinJ;Beck,SarahR;Gorniak,SarahL;Wu,Yvette;Abbott,David;Diamond,Adele
通讯作者：
Diamond,Adele