This research program focuses upon behavioral and biobehavioral investigations of mental retardation and intellectual development. The basic problem investigated is the general area of learning and its facilitation. The ultimate objective is to identify and develop strategies and procedures for enhancing the adaptation of retarded persons to normal living circumstances. A related goal is to contribute to theories and the body of data concerning cognition, learning, and human development, with particular reference to the role of individual differences. The program is organized into three laboratories or research groups: Cognitive Processes, Comparative Development, and Experimental Analysis. A wide variety of research strategies is followed including basic laboratory experiments, observational studies in natural contexts, intervention or training procedures, longitudinal investigations, and single-subject experiments. Subjects for investigation are at-risk and normal babies, retarded people at all functional levels, peers and parents of retarded children, and rodents. Specific topics investigated are: Information processing capabilities among normal and retarded individuals, organization of semantic memory, patterns of infant-parent interactions, social interactions among retarded and normally developing children, analysis of discriminative and maintaining stimuli for aberrant and social responding, transfer or generalization of training, methods for teaching positive social behaviors, receptive and productive language, imitation learning, establishment of basic stimulus control, effects of prenatal stress on behavioral and physical development.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD015051-07
Application #
3096764
Study Section
Mental Retardation Research and Training Committee (HDMR)
Project Start
1980-04-01
Project End
1990-03-31
Budget Start
1986-04-01
Budget End
1987-03-31
Support Year
7
Fiscal Year
1986
Total Cost
Indirect Cost
Name
Vanderbilt University Medical Center
Department
Type
Schools of Education
DUNS #
004413456
City
Nashville
State
TN
Country
United States
Zip Code
37203
Lubinski, David; Benbow, Camilla P; Kell, Harrison J (2014) Life paths and accomplishments of mathematically precocious males and females four decades later. Psychol Sci 25:2217-32
Kell, Harrison J; Lubinski, David; Benbow, Camilla P (2013) Who rises to the top? Early indicators. Psychol Sci 24:648-59
Kim, Geunyoung; Walden, Tedra A; Knieps, Linda J (2010) Impact and characteristics of positive and fearful emotional messages during infant social referencing. Infant Behav Dev 33:189-95
Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P (2009) Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood. J Pers Soc Psychol 97:517-32
Lubinski, David (2009) Exceptional cognitive ability: the phenotype. Behav Genet 39:350-8
Wiencken-Barger, A E; Mavity-Hudson, J; Bartsch, U et al. (2004) The role of L1 in axon pathfinding and fasciculation. Cereb Cortex 14:121-31
Ichida, Jennifer M; Casagrande, Vivien A (2002) Organization of the feedback pathway from striate cortex (V1) to the lateral geniculate nucleus (LGN) in the owl monkey (Aotus trivirgatus). J Comp Neurol 454:272-83
Ichida, J M; Rosa, M G; Casagrande, V A (2000) Does the visual system of the flying fox resemble that of primates? The distribution of calcium-binding proteins in the primary visual pathway of Pteropus poliocephalus. J Comp Neurol 417:73-87
Boyd, J D; Casagrande, V A (1999) Relationships between cytochrome oxidase (CO) blobs in primate primary visual cortex (V1) and the distribution of neurons projecting to the middle temporal area (MT). J Comp Neurol 409:573-91
Knieps, L J; Walden, T A; Baxter, A (1994) Affective expressions of toddlers with and without Down syndrome in a social referencing context. Am J Ment Retard 99:301-12

Showing the most recent 10 out of 42 publications