Temperament, psychobiology, and cognitive predictors

  • Greenberg, Mark T. (PI)
  • Crouter, Ann C. (PI)
  • Burton, Linda Marie (PI)
  • Vernon-Feagans, Lynne (PI)
  • COX, MARTHA JANE (PI)
  • Burchinal, Margaret Ruth (PI)
  • Vernon-Feagans, Lynne (PI)
  • Blair, Clancy (PI)
  • COX, MARTHA (PI)
  • Burchinal, Margaret Ruth (PI)
  • Blair, Clancy (PI)
  • COX, MARTHA JANE (PI)
  • COX, MARTHA JANE (PI)

Project: Research project

Project Details

Description

DESCRIPTION (provided by applicant): This project will investigate the
development of child-related factors during the first three years of life and
how they predict the development of preschool social-emotional and cognitive
competence in a sample of rural children in poverty. The sample includes 1400
infants and their parents located at two geographic sites; rural central
Pennsylvania and rural Southeast North Carolina. Measurements of child
temperamental reactivity and self-regulation will be conducted in the home by
three independent methods at the ages of 6, 15, and 24 months. Methods will
include (1) behavioral observations to both "challenge tasks" and naturally
occurring situations that elicit negative distress and its management (both
anxiety/fear and anger); (2) collection of glucocorticoid (e.g., salivary
cortisol) and heart-rate variability (vagal tone), and (3) parental and
observers reports of the child"s temperamental qualities (at these times as
well as 36 months). In addition, at 24 and 36 months, the project will assess
factors related to early executive function including attention, inhibitory
control, and cognitive flexibility. At present, there are no data on the
measurement and interpretation of these constructs in high-risk, rural
populations. This project will interact with other projects and the Core to
examine how child characteristics reciprocally interact with (1) basic
developmental processes such as early language and cognitive abilities, (2)
the quality of parent-child interactions, and (3) factors operating at the
parenting, marital, family, and extra-familial levels to affect preschool
social and cognitive readiness.
StatusFinished
Effective start/end date1/1/016/30/13

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