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High-probability grants
According to our matching algorithm, Leslie J. Carver is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2002 — 2003 |
Carver, Leslie J |
R21Activity Code Description: To encourage the development of new research activities in categorical program areas. (Support generally is restricted in level of support and in time.) |
Neural Basis of Social Cognition in Early Childhood @ University of California San Diego
DESCRIPTION (provided by applicant): The purpose of the proposed research is to develop methods by which the neural correlates of important social developments late in the first year of life can be assessed. Between 6 and 12 months of age, infants develop behavioral strategies that are important for later social functioning. For example, infants form long-lasting attachment bonds that may have an impact on the way they view relationships throughout life. It is during this interval that infants also show the rudimentary beginnings of understanding of others. Infants begin to use the facial expressions and vocalizations of familiar adults to regulate their emotions and behavior through social referencing. These behaviors are likely to be important for normal social function, and are severely impaired in children with developmental disorders such as autism. Despite our relatively comprehensive understanding of the behavioral developments in these areas, little is known about the developments in brain systems that allow them to occur. A major motivation in this research plan is the importance of examining both brain and behavior in the context of one another. In other words, it is not enough to examine only brain, or only behavior. Rather we are motivated by the need to examine them in concert. In the proposed studies, we will measure behavioral correlates of social referencing and attachment behavior. To measure the neural correlates of social referencing, we will measure infants' brain activity in response to objects for which primary caregivers have provided positive or negative referencing information. To understand brain developmental changes in attachment, we will measure brain activity in response to the mother's face and a stranger's face. In both cases, we will relate neural responses to environmental factors that are thought to influence social development. There are three major goals in this study. First, we seek to understand the development of brain systems that underlie aspects of social development in humans. Second, we will describe how these brain systems are modified by differences in the childrearing environment. Finally, we will relate the neural correlates of different domains within social development to one another to describe similarities and differences in brain systems that underlie specific behavior.
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2007 — 2008 |
Carver, Leslie J |
R03Activity Code Description: To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Factors Affecting the Development of Individual Differences in Long-Term Memory @ University of California San Diego
[unreadable] DESCRIPTION (provided by applicant): One of the most important accomplishments of infancy is the ability to recall events. Through studies using imitation and electrophysiological measures, we have greatly increased our understanding of how the capacity for long-term memory for events develops, there are still several questions unanswered. Research on the emergence of long-term memory suggests that the ability to remember events over delays of several weeks or even months emerges at the end of the first year of life, and that there are strong individual differences in both behavioral and electrophysiological measures of this ability. In particular, it seems that infants' ability to consolidate events that are to be remembered undergoes significant development at the end of the first year of life, and that this ability in particular reflects strong individual differences. Despite these advances, we know little about why consolidation abilities emerge at very different times in development in individual infants. The primary purpose of this proposal is to provide infants with experience imitating events and determine how such experiences affect infants' long-term recall ability, as measured by event-related potentials. We will provide one group of infants with experience interacting with their caregivers using an imitation toy at 5 months of age. Two control groups will also be tested. In one control group, infants will have experience interacting with their caregivers with a toy, but that toy will not be one that with which infants and parents can engage in "imitation games". The third group will receive a solitary toy that the infants can play with, but that is not interactive. In this way, we can gauge the relative importance of experience with toys that are specifically relevant to the task used to assess memory development (imitation) and experience with triadic interactions with the caregiver without imitation. We predict that infants in the group who get experience with imitation toys will perform better than controls on later imitation measures of long-term memory. In addition, if such experience affects the development of the underlying brain system, we also expect these infants to show brain activity patterns that are consistent with relatively more mature development of the explicit memory system. The main purpose of the proposed project is to investigate how experiences influence the development of early memory systems in infants. We will provide 5-month-old infants with different kinds of memory experience in the home. Using measures of behavior and brain activity, we will investigate what effect these different experiences have on the development of long-term memory later in the first year of life. [unreadable] [unreadable] [unreadable] [unreadable]
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