Cognitive Control in the Development of School Readiness in Early Childhood

幼儿期入学准备发展中的认知控制

• 批准号: 10618180
• 负责人: Isaac T Petersen
• 金额: $ 30.64万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-17 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10618180
• 关键词: Academic skills; Acceleration; Adult; Age; Age Years; Aggressive behavior; Attentional deficit; Behavior; Behavior Therapy; Behavioral; Brain; Child; Child Rearing; Cognition; Competence; Data; Detection; Development; Disease; Early Diagnosis; Early Intervention; Early identification; Electroencephalography; Environment; Event-Related Potentials; Goals; Intervention; Laboratories; Lead; Mathematics; Measures; Mediating; Methods; Mission; National Institute of Child Health and Human Development; Nursery Schools; Outcome; Parents; Pathway interactions; Prefrontal Cortex; Prevention; Prevention strategy; Problem behavior; Process; Productivity; Public Health; Readiness; Reading; Reporting; Research; Risk; School Drop-Outs; Schools; Science; Structure; Student Dropouts; System; Testing; Time; Translating; cognitive control; cognitive process; conduct problem; design; early childhood; externalizing behavior; frontal lobe; innovation; kindergarten; longitudinal analysis; mathematical difficulties; neural; neurodevelopment; neuroregulation; novel strategies; parental influence; peer; performance based measurement; prevent; psychologic; psychosocial; reading difficulties; response; scaffold; skills; success; sustained attention; teacher

Project Summary Neural processes that influence school readiness in early childhood, a key time for intervention, and the cognitive processes that explain how parenting and neural processes influence school readiness remain poorly understood. There is a critical need to determine how cognitive control and its neural underpinnings develop and how these are influenced by parenting practices. The long-term goal is to develop more effective science- based interventions for behavioral and academic problems in children. The overall objective for the proposed longitudinal project is to determine how specific parenting processes, neural processes, and cognitive control processes promote school readiness in the transition from preschool to school entry. Our central hypothesis is that delayed development of cognitive control—at neural and psychological levels—results in cognitive control deficits in early childhood that prevent automatization and lead to the downstream development of externalizing and academic problems. Ineffective parenting practices are likely a key cause of delayed development of cognitive control. The rationale for the proposed research is that a detailed understanding of mechanistic pathways that explain how parenting and neural processes influence school readiness will enable the identification of novel strategies to prevent behavioral and academic problems. Guided by strong preliminary data, we will test the central hypothesis by pursuing three specific aims: 1) Identify neural indicators of cognitive control in early childhood that predict development of school readiness, 2) Identify cognitive control processes that explain how neural processes predict school readiness, and 3) Identify parenting practices that predict development of neural processes and cognitive control. Aim 1 will determine the extent to which response inhibition (N2 event-related potential, ERP) and novelty detection (P3 ERP) predict development of school readiness based on tests of academic skills and reports of externalizing behavior problems by parents and teachers. Aim 2 will identify the extent to which the neural indicators of cognitive control predict cognitive control on laboratory tasks, which, in turn, lead to school readiness. Aim 3 will determine the degree to which parenting sensitivity, autonomy support, and consistency that have been robustly associated with school readiness predict neural and cognitive control processes that, in turn, predict school readiness. The proposed research is innovative because it employs a new and transformative method of assessing cognitive control at multiple levels of analysis (neural and psychological) longitudinally and in relation to parenting and school readiness in early childhood. The proposed research is significant because it is expected to enable the design of early intervention and prevention strategies targeted to enhance children's response inhibition and novelty detection, translating to better cognitive control and school readiness. Ultimately, the results of the proposed research are expected to help develop strategies that identify and target young children at risk for a lack of cognitive control skills needed for school readiness and later success.

项目概要 影响幼儿期入学准备的神经过程、干预的关键时间以及 解释养育和神经过程如何影响入学准备的认知过程仍然很差 迫切需要确定认知控制及其神经基础如何发展。 以及这些如何受到育儿实践的影响。长期目标是开发更有效的科学。 针对儿童行为和学业问题的干预措施 拟议的总体目标。 纵向项目是确定具体的养育过程、神经过程和认知控制如何 我们的中心假设是，流程可以促进从学前班到入学过渡的入学准备。 延迟认知控制的发展（在神经和心理层面）导致认知控制 幼儿期的缺陷阻碍了自动化并导致下游发展 外化和学业问题可能是延迟的主要原因。 所提出的研究的基本原理是对认知控制的详细理解。 解释养育和神经过程如何影响入学准备的机制途径将使 在强有力的指导下确定预防行为和学业问题的新策略。 初步数据后，我们将通过追求三个具体目标来检验中心假设：1）识别神经指标 幼儿时期的认知控制可以预测入学准备的发展，2) 识别认知控制 解释神经过程如何预测入学准备的过程，以及 3) 确定以下育儿实践： 预测神经过程和认知控制的发展，目标 1 将决定其程度。 反应抑制（N2 事件相关电位，ERP）和新颖性检测（P3 ERP）可预测 入学准备情况基于学业技能测试和家长外化行为问题的报告 目标 2 将确定认知控制的神经指标预测认知的程度。 对实验室任务的控制，进而导致目标 3 将确定入学准备的程度。 与学校密切相关的养育敏感性、自主支持和一致性 准备程度神经预测和认知控制过程反过来又预测学校准备情况。 该研究具有创新性，因为它采用了一种新的变革性方法来评估认知控制 与养育和学校相关的纵向多层次分析（神经和心理） 拟议的研究意义重大，因为它有望使设计成为可能。 旨在增强儿童反应抑制和新奇感的早期干预和预防策略 检测，转化为更好的认知控制和入学准备。 研究预计将有助于制定战略，识别并针对面临缺乏教育风险的幼儿。 入学准备和日后成功所需的认知控制技能。