This training grant is focused on human development, particularly as it relates to cognitive, social, perceptual, and motor development of infants and young children. Developmental outcome in all these areas is often multi-causal, the aggregate product of many nested processes operating over many time scales and interacting across many levels of analysis (from genes, to parent interaction, to the structure of language, to social groups). The goal of this training program is to train scientists who can conduct programmatic and innovative research that integrates levels of analysis and that connects basic science to translational research. The training program seeks supports for five pre-doctoral and three postdoctoral trainees who will be drawn from fields in psychology, neuroscience, cognitive science, vision science, and speech and hearing sciences. Trainees will be supported for 2 years by the training grant. The training program is organized around collaborations that cut across levels of analyses and disciplines while focusing on a single problem. The training program is designed to build expertise in multiple methods - genetic analyses, behavioral studies, imaging, computational and statistical analyses - to the benefit of a deeper understanding of a target phenomenon and to provide training that fosters success, professionalism, and ethical conduct in both research and mentoring - including experiences in grant writing, article writing and reviewing, human subject safeguards, and evidence-based approaches to treatment and intervention.
This integrative approach to human development will provide new insights into abilities (or developmental delays) that build on themselves;provide new insights that enable early diagnosis of developmental disorders, and new methods of intervention. Particular developmental disorders relevant to the training program include behavioral control, language delay, autism spectrum disorders, sensory impairments, and developmental coordination disorders.
|Smith, Linda B; Street, Sandra; Jones, Susan S et al. (2014) Using the axis of elongation to align shapes: developmental changes between 18 and 24 months of age. J Exp Child Psychol 123:15-35|
|Stahl, Aimee E; Romberg, Alexa R; Roseberry, Sarah et al. (2014) Infants segment continuous events using transitional probabilities. Child Dev 85:1821-6|
|Joanne Jao, R; James, Thomas W; Harman James, Karin (2014) Multisensory convergence of visual and haptic object preference across development. Neuropsychologia 56:381-92|
|Miller, Jennifer L (2014) Effects of familiar contingencies on infants' vocal behavior in new communicative contexts. Dev Psychobiol 56:1518-27|
|Romberg, Alexa R; Saffran, Jenny R (2013) All together now: concurrent learning of multiple structures in an artificial language. Cogn Sci 37:1290-320|
|Sethuraman, Nitya; Smith, Linda B (2013) Verbs and attention to relational roles in English and Tamil. J Child Lang 40:358-90|
|Donahue, Kelly L; Lichtenstein, Paul; Langstrom, Niklas et al. (2013) Why does early sexual intercourse predict subsequent maladjustment? Exploring potential familial confounds. Health Psychol 32:180-9|
|Cantrell, Lisa; Smith, Linda B (2013) Open questions and a proposal: a critical review of the evidence on infant numerical abilities. Cognition 128:331-52|
|Schermerhorn, Alice C; D'Onofrio, Brian M; Turkheimer, Eric et al. (2011) A genetically informed study of associations between family functioning and child psychosocial adjustment. Dev Psychol 47:707-25|
|Kalagher, Hilary; Jones, Susan S (2011) Young children's haptic exploratory procedures. J Exp Child Psychol 110:592-602|
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