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Convergence: RAISE: WIN: a Window Into Neuroregulation

融合：提高：胜利：了解神经调节的窗口

基本信息

批准号：
1932619
负责人：
Andrea Chiba
金额：
$ 100万
依托单位：
University of California-San Diego
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-15 至 2024-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1932619&HistoricalAwards=false
关键词：
Convergence RAISE WIN Window Into

项目摘要

Classroom learning is impacted by a child's ability to appropriately self-regulate and adjust their state for the task at hand. Self-regulation relies on an individual's ability to fluidly maintain balance between the sympathetic and parasympathetic nervous system. The primary nerve involved in signaling between systems is the vagus nerve. The efficacy of the vagus nerve, called "vagal tone" has been associated with the ability to maintain appropriate balance between systems. Children who grow up in compromised circumstances, including maternal malnutrition or stress and early trauma or malnutrition often have poor vagal tone at the outset, placing them at a biological disadvantage when they enter the classroom setting. A multi-disciplinary team will converge on design and practices for creating technology and algorithms to better assess vagal tone and the balance between the sympathetic and parasympathetic nervous system. Best practices for conducting continuous collection of simultaneous behavioral and physiological data from multiple children in a natural classroom setting will be addressed as will analysis of the resultant data from both dynamical systems and information theory perspectives. This undertaking should reveal the association of vagal regulation of the nervous system and a child's ability to regulate their cognitive state for classroom learning in a natural social setting. The creation of cyberinfrastructure and tools for collaboration and creation will support the project, training of future scientists, and the scalability of the project. The discovery of clear patterns of data will allow future efforts to address equity in learning by devising ways to facilitate development of vagal tone and/or the ability to regulate the balance of the sympathetic and parasympathetic nervous system in those for whom it is compromised at the outset. Data analytics might also reveal recommendations for optimizing the classroom setting to facilitate early self-regulation and learning. Partnerships will allow the broader dissemination of the research findings for inclusion in teacher education.From a biological perspective, the ability to self-regulate is dealt with through the balance of the brain and bodily systems by effectively balancing the sympathetic and parasympathetic nervous systems. The primary perpetrator responsible for maintaining this balance is thought to be the vagus nerve, and its efficacy can be approximated through a variety of heart rate and respiration rate comparisons often referred to as vagal tone. Compromised maternal environment, poor nutrition, or early trauma are amongst the conditions that can lead to early developmental differences in vagal tone, posing the question of equity as it relates to the development of regulatory function. This multidisciplinary team led by Dr. Chiba will investigate the role of vagal tone in classroom self-regulation and learning, through convergent scientific approaches that includes development and augmentation of nano-sensor technology to achieve high quality, unobtrusive measurements of vagal tone, and new algorithms for measurement during testing and learning experiences in the classroom. The sensor network will be supported by the development of classroom mapping and cyberinfrastructure for large-scale, real-time data collection and predictive modeling. To scaffold the gap between laboratory hypotheses and contextually-based evidence, an embedded network of sensors for studying physiology as it relates to self-regulatory skills (e.g., executive functions) in the classroom will be developed. Analytics to measure vagal tone across time will enable understanding of the variability in vagal tone and how it relates to concurrent measures of classroom self-regulation. Once conclusions from resultant data are considered to be scientifically reliable, information will be disseminated in a form that is useful for educators. To support the interdisciplinary efforts, this project also includes development of cyberinfrastructure to support convergence research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

课堂学习受到孩子适当的自我调节和调整手头任务状态的能力的影响。自我调节依赖于个体在交感和副交感神经系统之间流畅地保持平衡的能力。参与系统间信号传递的主要神经是迷走神经。迷走神经的功效，被称为“迷走神经张力”，与维持系统之间适当平衡的能力有关。在不利环境中长大的儿童，包括母亲营养不良或压力以及早期创伤或营养不良，一开始往往迷走神经张力较差，使他们在进入课堂环境时处于生物学劣势。一个多学科的团队将集中在设计和实践，创造技术和算法，以更好地评估迷走神经张力和交感和副交感神经系统之间的平衡。在自然课堂环境中，对多个儿童同时进行行为和生理数据的连续收集的最佳实践将被讨论，并将从动力系统和信息论的角度分析所得数据。这项工作应该揭示神经系统的迷走神经调节和儿童在自然社会环境中调节课堂学习认知状态的能力之间的联系。网络基础设施和协作和创造工具的创建将支持该项目，培训未来的科学家，以及项目的可扩展性。通过设计促进迷走神经张力发展和/或调节交感和副交感神经系统平衡能力的方法，发现清晰的数据模式将使未来的努力能够解决学习中的公平性问题，这些系统在一开始就受到损害。数据分析也可能为优化课堂环境提供建议，以促进早期的自我调节和学习。伙伴关系将允许更广泛地传播研究成果，以便将其纳入教师教育。从生物学的角度来看，自我调节的能力是通过有效地平衡交感和副交感神经系统来实现大脑和身体系统的平衡。维持这种平衡的主要肇事者被认为是迷走神经，它的功效可以通过各种心率和呼吸频率的比较来近似，通常被称为迷走神经张力。受损的母体环境，营养不良或早期创伤是导致迷走神经张力早期发育差异的条件之一，这就提出了与调节功能发展相关的公平问题。这个由Chiba博士领导的多学科团队将研究迷走神经张力在课堂自我调节和学习中的作用，通过融合的科学方法，包括开发和增强纳米传感器技术，以实现高质量、不唐突的迷走神经张力测量，以及在课堂测试和学习过程中测量的新算法。传感器网络将由教室地图和网络基础设施的发展提供支持，用于大规模、实时数据收集和预测建模。为了弥补实验室假设和基于情境的证据之间的差距，将开发一个嵌入式传感器网络，用于在课堂上学习与自我调节技能（例如，执行功能）相关的生理学。跨时间测量迷走神经张力的分析将有助于理解迷走神经张力的可变性，以及它与课堂自我调节同步测量的关系。一旦从所得数据得出的结论被认为在科学上是可靠的，将以对教育工作者有用的形式传播信息。为了支持跨学科的努力，该项目还包括发展网络基础设施，以支持融合研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。