Multifaceted Home Environment Interacting with Brain Networks Beyond Socioeconomic Circumstances

多层面的家庭环境与超越社会经济环境的大脑网络相互作用

• 批准号: 10290309
• 负责人: Tin Nguyen
• 金额: $ 3.15万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10290309
• 关键词: Accounting; Affect; Behavioral; Books; Brain; Brain region; Buffers; Child; Child Development; Cognitive; Complex; Data; Data Collection; Development; Dimensions; Disadvantaged; Education; Environment; Environmental Risk Factor; Exhibits; Family; Financial Hardship; Fostering; Foundations; Frequencies; Funding; Future; Goals; Graph; Growth; Home; Home environment; Household; Informal Social Control; Intervention; Joints; Language; Language Development; Learning; Light; Linguistics; Link; Literature; Longitudinal Studies; Magnetic Resonance Imaging; Maps; Measures; Mediating; Mentorship; Nature; Occupational; Outcome; Parents; Performance; Play; Poverty; Prefrontal Cortex; Public Health; Reading; Reporting; Research; Role; Short-Term Memory; Socioeconomic Status; Structure; Structure of middle temporal gyrus; Superior temporal gyrus; Surveys; Vocabulary; Work; base; behavioral study; career; cognitive development; cognitive skill; design; environmental enrichment for laboratory animals; executive function; experience; fourth grade; improved; insight; language outcome; lexical; literacy; low socioeconomic status; peer; phonology; post-doctoral training; programs; protective factors; recruit; scaffold; second grade; skills; socioeconomic disadvantage; socioeconomics; stressor; support network; syntax; training opportunity

PROJECT SUMMARY Household socioeconomic status (SES) is a major contributor to child brain and cognitive growth, and related to their future educational and occupational outcomes. Lower-SES adversities hinder children's executive functions (EF) and language, which impede their classroom performance. Lower-SES children also have lower literacy and language due to impoverished home literacy and language environment (HLE). Lower SES and HLE exacerbate children's classroom difficulties. Yet, despite lower-SES disadvantages, some families are attuned to and foster their children's academic goals and actively enrich HLE. When lower-SES families have access to HLE enrichment programs, such experiences can scaffold gains in literacy and language outcomes. That is, enriched HLE mitigates the adverse impacts of lower SES on child development. Given the critical role of early cognitive skills in classroom performance, understanding the ways household SES versus HLE affects child development, especially brain growth, provides key implications for policymaking and interventions. Lower SES negatively impacts brain structure and function, centrally within the brain networks that support EF and language. After accounting for SES effect, recent studies report that HLE taps brain networks linked to literacy and language, suggesting a protective mechanism. Interestingly, our preliminary results revealed that HLE also overlaps with SES in explaining differences in brain regions subserving EF. Given the role of EF in reading and language, this suggests a potential additive mechanism. But, these studies focus exclusively on how frequently parents and children read together, which thereby narrows the multifaceted nature of HLE. To unpack child socioeconomic circumstances, we examine how brain networks link to specific dimensions of a multifaceted HLE (m-HLE). We drew upon prior behavioral literature, and compiled a comprehensive measure for m-HLE. Not only do we account for child-initiated HLE, we also capture the quantity and quality of parent-initiated HLE. We hypothesize that the ways dimensions of m-HLE interact with different brain networks contribute to mediate and/or moderate the impact of SES on child outcomes. Our first aim focuses on how m- HLE versus SES affect brain, and in turn child outcomes. While SES will predict brain regions subserving EF and language, we anticipate that m-HLE will contribute to brain regions that support language and literacy. Though parents are not always available, such that children likely recruit self-regulation and voluntarily initiate HLE, which may also tap EF brain regions. Our second aim examines whether and how m-HLE interacts with the brain to mitigate lower-SES adversity. We speculate that, despite lower SES, children with enriched m-HLE will exhibit similar interaction between brain networks as their higher-SES peers to scaffold positive outcomes. Results from this proposal will fill critical gaps in understanding how household environment affects child development, using a brain network framework. Also, the findings will inform policymaking and intervention strategies for children at disadvantaged socioeconomic backgrounds and/or with learning difficulties.

项目总结 家庭社会经济地位(SES)是儿童大脑和认知成长的主要因素，而且与 对他们未来的教育和职业成果的影响。社会经济地位较低的逆境阻碍儿童的执行力 功能(EF)和语言，这阻碍了他们的课堂表现。SES较低的儿童也有较低的 由于贫困的家庭识字和语言环境(HLE)，识字和语言。较低的SES和 HLE加剧了孩子们的课堂困难。然而，尽管SES较低，但一些家庭 调整和培养孩子的学业目标，积极丰富HLE。当低社会经济地位家庭拥有 获得HLE丰富计划的机会，这样的经历可以为识字和语言成绩的提高奠定基础。 也就是说，丰富的HLE减轻了较低的社会经济地位对儿童发展的不利影响。考虑到关键角色 在课堂表现中的早期认知技能，了解家庭SES与HLE的影响方式 儿童发展，特别是大脑发育，为政策制定和干预提供了关键影响。 较低的SES对大脑结构和功能产生负面影响，集中在支持 EF和语言。在考虑了SES效应后，最近的研究报告称，HLE利用与 识字和语言，暗示了一种保护机制。有趣的是，我们的初步结果显示 在解释附属于EF的大脑区域的差异方面，HLE也与SES重叠。鉴于EF在以下方面的作用 阅读和语言，这表明了一种潜在的加法机制。但是，这些研究仅仅集中在 父母和孩子一起阅读的频率，从而缩小了HLE的多面性。 为了揭示儿童的社会经济环境，我们研究了大脑网络如何与特定的维度相联系 多面HLE(m-HLE)。我们参考了以前的行为文献，并汇编了一份全面的 测量m-HLE。我们不仅考虑了儿童发起的HLE，我们还捕捉到了 家长发起的HLE。我们假设m-HLE的维度与不同的大脑网络相互作用的方式 帮助调解和/或缓和社会经济状况对儿童结局的影响。我们的第一个目标是如何- HLE和SES会影响大脑，进而影响孩子的结局。而SES将预测服从EF的大脑区域 对于语言和语言，我们预计m-HLE将有助于大脑支持语言和识字的区域。 虽然父母并不总是在身边，因此孩子们很可能会招募自律并自愿发起 Hle，这也可能利用EF脑区。我们的第二个目标是检查m-HLE是否以及如何与 大脑，以减轻低SES逆境。我们推测，尽管SES较低，但患有丰富的m-HLE的儿童 将表现出与SES较高的同龄人类似的大脑网络之间的交互，以构建积极的结果。 这项提案的结果将填补在理解家庭环境如何影响儿童方面的关键空白 开发，使用大脑网络框架。此外，调查结果还将为政策制定和干预提供信息 为处于不利社会经济背景和/或有学习困难的儿童制定战略。