发展认知神经科学中的连接模型

大脑发展在认知发展中起重要作用这点已逐渐得到公认。大脑区域内依赖经验的神经结构阐述和不同大脑网络的综合与可观察到的各种特征（比如视觉、记忆、脸部处理和语言）的发展变化密切相关。这个证据推动了发展认知神经科学的新领域，即把大脑发展和认知发展联系起来，并把认知发展看作是受内在和环境约束的轨迹。这点在有关发展的计算模型中也得到体现。在过去的几年里，“连接模型”已经变成一种工具，对阐明认知发展理论作出了巨大的贡献，主要是为行为出现和改变提供新颖的运算法则。有些“连接模型”在探究大脑发展和认知发展的交互作用时采取发展认知神经科学的方法，把结构的改变结合到学习中。文中将描述两类这种模型。第一类模型通过增加或删除学习过程中的神经单元和连接，聚焦于大脑区域内依赖经验的结构阐述。比较了构成模型和静态模型的效应，指出构成模型在说明认知发展阶段这方面更加成功。第二类模型是基于“依赖经验和成熟因素的结合”来对大脑不同区域进行逐步整合，探究婴儿中大脑发展和认知发展的交互作用的出现以及它们的行为结果，比如Mareschal＆Johnson提出的婴儿视觉感知和客体联合感知为基础的连接模型就是其中的范例。这些模型提供了不同区域内认知机制改变的新理论，它们还提供一个整体框架来研究正常和不正常发育。以及正常和受损成人的处理，着手探究在认知发展过程中大脑所发生的微观和宏观的变化。     

早期干预对早产儿早期认知发展的影响研究

【目的】评价早期干预对早产儿早期神经心理和视觉系统发育的影响,为开展系统的早产儿早期干预提供临床依据。【方法】对干预组早产儿进行定期随访并实施早期干预;于矫正6月龄时对随访≥3次的干预组早产儿、常规随访的未干预组早产儿进行贝莉婴儿发育量表-II(BSID-II)和闪光视觉诱发电位(flash visual evoked potentials,FVEP)测试。【结果】两组早产儿BSID-II测试结果显示,干预组的MDI值、PDI值比未干预组早产儿分别高出9.12分和6.35分,差异有显著的统计学意义;两组早产儿FVEP测试显示:干预组FVEP的P1波潜伏期较未干预组早产儿缩短,差异有统计学意义(P0.05),N1波、N2波潜伏期和N1P1振幅两组间差异无统计学意义。【结论】有效的早期干预可以促进早产儿早期认知功能和视觉系统的发育;将BSID-II和FVEP相结合的评价,能从认知行为表达和脑电生理两方面更客观而全面地评价早产儿的发育状态;有待于进一步探索早期干预实施对儿童认知发展的远期影响。     

儿童早期心理发展干预

儿童早期心理发展指的是0～8岁儿童智力、社会-情绪、个性行为的发展.促进儿童早期发展的研究及应用,在一些发达国家已经开展多年,积累了一定的经验,近年正尝试在发展中国家推行.本文从对儿童进行干预、对儿童父母进行干预、对儿童及其父母进行综合干预等三个方面,对儿童早期心理发展的研究及干预效果进行了阐述.     

儿童早期心理发展干预

儿童早期心理发展指的是 0～ 8岁儿童智力、社会 -情绪、个性行为的发展。促进儿童早期发展的研究及应用 ,在一些发达国家已经开展多年 ,积累了一定的经验 ,近年正尝试在发展中国家推行。本文从对儿童进行干预、对儿童父母进行干预、对儿童及其父母进行综合干预等三个方面 ,对儿童早期心理发展的研究及干预效果进行了阐述。     

儿童早期心理发展干预

儿童早期心理发展指的是0～8岁儿童智力、社会-情绪、个性行为的发展.促进儿童早期发展的研究及应用,在一些发达国家已经开展多年,积累了一定的经验,近年正尝试在发展中国家推行.本文从对儿童进行干预、对儿童父母进行干预、对儿童及其父母进行综合干预等三个方面,对儿童早期心理发展的研究及干预效果进行了阐述.     

农村儿童早期发展干预效果研究

目的探讨对农村儿童早期发展的干预效果。方法选取2006-2011年间在我院分娩出生的113例农村儿童,其中,男性60例,女性53例。将113例儿童随机分为两组,观察组61例,对照组52例,所有新生儿均在出生后接受我院实行的体格发育和神经发育指导,与此同时,观察组儿童从胎儿5个月开始采用我院设计的科学训练方案,直到婴儿时期。两组儿童均在3岁年龄段测试神经心理的发育水平。对我院实行发展干预措施的过程进行跟踪观察,并记录所得数据。结果两组儿童在3岁年龄段测试神经心理发育的过程中,观察组的儿童发育年龄和智能发育商均高于对照组,对于促进儿童的健康成长和开发其智力起到了良好的促进作用。结论在儿童发育早期,采取有效的干预措施可以有效提高儿童的智商,促进儿童的健康成长,因此,此种方法值得在临床推广应用。     

从多媒体生物刺激探索儿童大脑神经系统的可塑性

多媒体技术,是用计算机交互式综合处理多媒体信息,如文本、图形、动画、静态视频、动态视频和声音等,使多种信息建立逻辑连接,集成为一个系统并具有交互性的技术。利用该技术设计的能对机体产生生物反馈的各种感官刺激被称为“多媒体生物刺激”。大脑有着无穷的奥妙,对其可塑性的探索是当今科学界研究的热点。究竟“多媒体生物刺激”对大脑的可塑性有怎样的影响呢?这篇文章将从四个方面来对此问题进行探讨:1.多媒体生物刺激在医学界的应用现状;2.多媒体生物刺激效果的评估标准;3.多媒体生物刺激对提高儿童认知功能的优点;4.多媒体生物刺激的未来发展方向。     

广州市婴幼儿家长对早期发展认知效果的研究

目的 了解婴幼儿家长对与婴幼儿早期发展相关的认知水平及健康教育效果,为有针对性的开展儿童早期综合发展工作提供参考依据.方法 在广州市妇女儿童医疗中心开展的免费婴幼儿家长学校对婴幼儿家长进行早期教育、营养与喂养、常见病防治和家庭护理4个方面内容进行专题讲座,并对相关知识进行班前班后问卷调查.结果 回收有效问卷776份.班前早期教育知识方面,总答对率为67.69%;营养与喂养知识方面,总答对率为73.63%;常见病防治知识方面,总答对率为64.76%;家庭护理知识方面,总答对率为65.89%.经过家长学校课程的学习,半数问题答对率显著提高,95.23%的婴幼儿家长对婴幼儿家长学校课程内容、上课形式满意.有19个问题班前班后评估有统计学差异.结论 婴幼儿家长对于儿童早期综合发展需要的基本知识有一定的了解,但在早期教育、常见病防治、家庭护理方面需进一步加强学习.特别是具体的操作技能仍有欠缺.     

早期刺激与儿童社交、认知和神经内分泌的发展

概述生命早期适度的压力经历会潜在的影响人类、灵长类和啮齿动物的大范围社交、认知和生理功能。最近啮齿动物的研究支持‘母亲调停假说’,这个假说认为新生刺激诱发的母亲照料的不同是后代发展中个体差异的原因。用对新生婴儿进行直接新奇事物刺激,它跟母亲照料的个体差异是不同的,     

Assessing Home Environment for Early Child Development in Pakistan

Family environment plays a very important role in early child development and the availability of stimulating material in the early years of a child's life is crucial for optimising development. The Home Observation for Measurement of the Environment (HOME) inventory is one of the most widely used measures to assess the quality and quantity of support and stimulation provided for children at home. This cross-sectional study aims to measure the existing situation of home environment with respect to child development using the HOME scale in two communities of Pakistan: TandoJam (Sindh) and Mastung (Baluchistan). From December 2009 until May 2010, all mothers with children from birth to age three were recruited for the study. Data on the home environment were collected from a cohort of 1,097 children using the Infant and Toddler HOME (IT-HOME) scale, further distributed over six subscales. Frequency distributions of all responses and mean and standard deviation for all subscales were calculated. The mean ± standard deviation age of study children was 16.6 ± 12.1 months. Overall, the mean score on the HOME scale was 31.7 ± 7.2 and 29.7 ± 6.9 in TandoJam and Mastung respectively. On a subscale level, about one-half of the families in TandoJam and three-quarters in Mastung scored in the lowest quarter category on the Learning Material subscale, whereas 41% of families in Mastung and 18% of families in TandoJam were in the lowest quarter on the Organization subscale. On the remaining three scales (Responsivity, Involvement and Variety) at least 50% of families scored in the upper quarter category. In conclusion, considerable evidence is available showing that poor home environment retards intellectual growth. The HOME inventory identified up to 23% of young children in the lowest quarter category who are potentially at risk of developmental delays. There is a need to develop culturally acceptable, evidence-based parenting interventions to improve the home environment.     

Passive parenting and its Association with Early Child Development

ABSTRACT

This study aims to investigate the developmental status of rural Chinese children, the extent of interactive parenting they receive, and the relation between the two. A sample of 448 six to eighteen-month-old children and their caregivers were randomly selected from two rural counties in Hebei and Yunnan provinces. According the third edition of the Bayley Scales of Infant and Toddler Development, 48.7% of sample children exhibited cognitive delays, 40.6% language delays, and 35% social-emotional delays. According to responses from caregivers, parenting in rural China is largely passive, lacking in interactive practices like storytelling, singing, and playing. Children-with-siblings, left-behind children, and children with less-educated mothers were even less likely to receive interactive practices. Children of caregivers who did engage in best parenting practices showed better cognitive, language, and social-emotional development; however, the public health system provides no platform for learning about optimal parenting.     

儿童听力障碍的早期干预

目的:探讨听力障碍婴幼儿语言、言语早期干预的效果及早期干预的临床模式.方法:将56例10月龄～2岁听力障碍婴幼儿分为干预组与未干预组,采用Gesell发育量表对各组儿童进行语言认知评估,比较干预组、未干预组和正常儿童语言、言语认知发育水平.结果:干预组患儿与正常儿童语言能力无统计学差异,未干预组与正常儿童语言能力差异有统计学意义.结论:早期干预能显著改善听力障碍患儿的语言、言语水平.     

早期干预对小儿生长发育影响的研究

目的 研究早期干预对小儿生长发育的影响。方法 将出生的正常新生儿随机分为训练组和对照组,训练组小儿从出生开始就在医生指导下,由家长对其进行体操和功能操的训练。两组小儿均在生后1、3、6、9、12、18、24月时来医院进行体格检查及做精神发育单项指标的评估,训练组小儿还要接受训练指导。在24月龄时,对两组小儿进行Gesell婴幼儿发育量表的测试。结果 两组小儿在24个月龄时,体格发育指标无差异。训练组小儿在大运动、语言及精神动作的发育商均高于对照组,差异有显著性。对两组小儿进行感知觉、精细动物、语言、大运动方面各单项指标进行评估,结果发现训练组小儿通过的平均月龄早于对照组,差异有显著性。结论 早期干预可以促进小儿的心理发育。     

Innovating Maternal and Child Health: Incentive Prizes to Improve Early Childhood Development

Maternal and Child Health Journal - Protecting and advancing maternal and child health is a critical goal to both society and to the economy, given that their health is a predictor of the next...     

Child,Family, and Community Protective Factors in the Development of Children's Early Conduct Problems

This study utilized a resilience model to investigate child, family, and community protective factors in toddlerhood as they relate to low levels of conduct problems at age 5 in a sample of low‐income children at risk for early disruptive problem behavior. Child, family, and community factors were associated with lower levels of conduct problems at age 5. Child, family, and community protective factors also distinguished between children who remained below versus above a clinical threshold for aggressive problems between age 2 and 5. Finally, each domain of protective factors made small but significant unique contributions to lower aggression at age 5. These results emphasize the importance of multivariate analysis of the ecology of development predicting child outcome and suggest potential areas for intervention with children at high risk for conduct problems.