社交退缩行为的发展:遗传因素与环境因素的影响

Social withdrawal has detrimental effect on children's cognitive and social development, therefore, it's important to investigate the origin and the developmental trajectory of social withdrawal. Based on ecological system theory, the present study plan to investigate the development of social withdrawal and its consequence from three levels: gene, behavior and environment.The present study will follow up a sample which has already been investigated for four years. Researchers will invite these children to visit university laboratory in quartet,which are of same age and gender, when they are 8 year old. The laboratory observation consist of several sessions,including free play sessions, cleaning up sessions, cooperative play sessions and so on. The whole sessions will be videotaped and children's social withdrawal behavior will be coded. During the observation, parents will be asked to fill out a series of questionnaires, including patenting styles, children's temperament and social adjustment. After the observation, children's oral exfoliative cells will be collected and gene are analyzed. The present study will answer these questions:(1) The continuity and discontinuity of social withdrawal behaviors and its relation with early tempereament; (2)The concurrent and predictive relation between parenting behaviors and children's temperament and withdrawal behavior; (3) The relation between genetic polymorphism and children's temperament and withdrawal behavior; (4) The interactive effects of genetic polymorphism and parenting on children inhibited and withdrawal behavior; (5) The relation between social withdrawal and children's social adjustment. This study will help researchers to clarify the dynamic process of children's development, and provide suggestions for parents and educational workers.

社交退缩对儿童的认知发展和社会性发展具有十分消极的影响，因此，查明社交退缩行为的起源及其发展变化的原因及规律具有重要意义。本研究拟从基因、行为和环境三个水平来探讨社交退缩行为的发展及其适应。本研究拟在原有4年追踪研究的基础上，继续对儿童进行追踪至8岁，考察儿童社交退缩行为的发展变化规律以及基因多态性和家庭环境因素对其的影响。在儿童8岁时，研究者将每次邀请四个同性别同年龄的儿童到实验室进行一系列的游戏活动，对整个过程录像并对行为进行编码来来测量儿童的社交退缩行为，在观察过程中请儿童父母填写一些问卷，报告父母养育、儿童社会适应方面的信息，观察结束之后采集儿童的口腔脱落细胞并进行分析获得基因数据。本研究拟通过对儿童的环境因素和基因多态性的整合分析，详细揭示基因和环境的交互作用影响儿童行为发展的具体机制。

本项目以中国儿童为研究对象，考察了遗传因素与家庭环境在儿童的抑制、退缩行为发展中的作用，是国内第一个从基因、行为、环境三个层面来考察抑制、退缩行为发展的追踪研究。项目采用实验室观察、问卷、访谈等多种研究方法来对儿童的的退缩行为、社会适应、父母养育方式等方面进行了比较全面的考察。项目主要发现了以下结果：(1)儿童的抑制、退缩行为与5-HTTLPR和MAOA基因存在关联，但在不同发展阶段，基因与儿童行为的关系存在不同；在儿童学步期时，携带s/s型5-HTTLPR基因的儿童表现出较少的抑制行为，但到了学龄前和学龄期时，携带s/s型5-HTTLPR基因的儿童却表现出更多的焦虑退缩行为；在学步期时，MAOA基因与儿童的抑制行为之间没有明显的关联，但到了学龄前和学龄期，携带短重复片段MAOA基因（3型或3 / 3型）的儿童表现出更多的退缩行为；(2)父母教养方式能够调节早期行为抑制与后期退缩行为之间的关系，也能够调节抑制、退缩行为与其社会适应之间的关系；父母积极的养育方式能在一定程度上减少早期行为抑制的儿童在后期出现退缩行为的可能性，而父母拒绝、惩罚的养育方式会增加早期行为抑制儿童在后期出现退缩行为的可能；(3) 携带s/s型5-HTTLPR等位基因的儿童，更容易受到父母养育行为的影响；(4)抑制、退缩行为较多的儿童，出现内隐问题的风险更大。研究结果表明，抑制、退缩行为在中国儿童中的发展轨迹既有与西方儿童不同的地方，也有与西方儿童相似的地方。本研究的结果表明，儿童的抑制、退缩行为具有先天的遗传基础，但父母的养育方式在其发展变化过程中也起着重要作用。本研究的结果支持了遗传与环境交互作用的理论。