Psychometrics /Executive Function in Preschool Children

学龄前儿童的心理测量/执行功能

基本信息

批准号：
7676652
负责人：
STEPHANIE M. CARLSON
金额：
$ 28.82万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-09-30 至 2013-07-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7676652
关键词：
2 year old 3 year old Address Adult Affect Affective Age Age-Months Area Attention deficit hyperactivity disorder Autistic Disorder Awareness Behavior Behavioral Brain Caregivers Child Child Development Childhood Clinical Clinical Data Cognitive Communities Conflict (Psychology)Cross-Sectional Studies Development Dimensions Disease Education Effectiveness Emotions Environment Etiology Floor Functional disorder Gender Goals Individual Individual Differences Informal Social Control Instruction Intervention Investigation Knowledge Language Language Development Lesion Literature Longitudinal Studies Measurement Measures Medical Methods Mind Monitor Morals Nature Nursery Schools Organizational Change Outcome Phase Play Population Population Heterogeneity Prefrontal Cortex Preschool Child Process Protocols documentation Psychological Transfer Psychometrics Research Research Personnel Resistance Rest Role Schools Short-Term Memory Social Adjustment Social Development Source Structure Symbolism Testing Training age group base behavior measurement clinical practice computerized coping design early childhood executive function flexibility improved interest longitudinal course mental state neuroimaging parent-child communication postnatal programs prospective response skills social sound stem theories thought control tool

项目摘要

DESCRIPTION (provided by applicant): Executive functioning (EF) refers to self-regulation of thought and behavior. It has been implicated in several areas of cognitive and social development and deficits in EF are found in childhood disorders of autism and ADHD. Surprisingly little is known, however, about the normative course of EF development and the factors that guide it. Scientific inquiry and clinical practice pertaining to EF have been hampered by a lack of universal and appropriate measures of EF for preschool-age children. Existing measures suffer from a lack of generalizability, lengthy and non-child-friendly protocols, floor and ceiling effects, and ill-defined task demands. The proposed research has three major aims. First, new measures will be developed and tested with a diverse population of children from 30 to 60 months of age. The measures are multi-dimensional, brief, and sequenced to be age-appropriate. They will be standardized and normed for use in multiple settings. Second, longitudinal studies will be carried out to verify that individual children's development conforms to the sequence outlined in the first phase. As well, this design will include assessment of factors that might contribute to individual differences in EF including language, symbolic play, and parental input. Lastly, building on this newly acquired knowledge of normative development, training studies will be conducted to test the effectiveness of direct instruction in the tasks and training transfer from other skills such as symbolic play. This research will form the basis for more sound intervention strategies to improve children's overall functioning.

描述（由申请人提供）：执行功能（EF）是指思想和行为的自我调节。它与认知和社会发展的多个领域有关，并且在儿童自闭症和多动症等疾病中发现了 EF 缺陷。然而，令人惊讶的是，人们对 EF 发展的规范过程及其指导因素知之甚少。由于缺乏针对学龄前儿童的普遍且适当的 EF 测量方法，有关 EF 的科学探究和临床实践受到了阻碍。现有措施缺乏普遍性、协议冗长且不利于儿童、下限和上限效应以及任务要求不明确。拟议的研究有三个主要目标。首先，将制定新措施并针对 30 至 60 个月大的不同儿童群体进行测试。这些措施是多维的、简短的，并且按年龄顺序排列。它们将被标准化和规范化，以便在多种环境中使用。其次，将进行纵向研究，以验证个别儿童的发展符合第一阶段概述的顺序。此外，该设计还将包括对可能导致 EF 个体差异的因素的评估，包括语言、象征性游戏和家长的输入。最后，基于新获得的规范发展知识，将进行培训研究，以测试任务中直接指导和从符号游戏等其他技能转移的培训的有效性。这项研究将为更健全的干预策略奠定基础，以改善儿童的整体功能。