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.

项目摘要 家庭社会经济地位（SES）是儿童脑和认知增长的主要贡献者，相关 他们未来的教育和职业成果。较低的逆境阻碍儿童执行官 功能（EF）和语言，这会阻碍他们的课堂表现。下级儿童也有较低 由于贫困的家庭识字和语言环境（HLE）而引起的识字和语言。较低的SES和 HLE加剧儿童课堂上的困难。然而，尽管较低的缺点，有些家庭是 对孩子的学术目标进行了调整，并积极丰富了HLE。当较低SES家庭有 访问HLE富集计划，这种经验可以在识字和语言成果方面取得脚趾的增长。 也就是说，富集的HLE减轻了SES对儿童发育的不利影响。鉴于关键作用 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 儿童发育，尤其是大脑成长，对决策和干预措施产生了关键意义。 较低的SE对大脑结构和功能产生负面影响，在支持的大脑网络中。 EF和语言。在考虑了SES效应之后，最近的研究报告说，HLE点击了与 识字和语言，提出一种保护机制。有趣的是，我们的初步结果表明 HLE还与SES重叠，以解释大脑区域差异EF的差异。考虑到EF在 阅读和语言，这表明了潜在的加性机制。但是，这些研究仅关注 父母和孩子一起阅读的频率频率，从而缩小了HLE的多方面性质。 要解开儿童社会经济环境，我们研究了大脑网络如何链接到特定维度 多面HLE（M-HLE）。我们借鉴了先前的行为文献，并汇总了一个全面的 测量M-HLE。我们不仅考虑了儿童发起的HLE，我们还捕获了 父母发起的HLE。我们假设M-HLE的尺寸与不同的大脑网络相互作用的方式 有助于调解和/或缓和SES对儿童结果的影响。我们的第一个目的侧重于M- HLE与SES会影响大脑，进而影响儿童的结果。 SES将预测大脑区域的EF接触 和语言，我们预计M-HLE将为支持语言和识字的大脑区域做出贡献。 尽管父母并不总是可用，因此孩子可能会招募自我调节并自愿启动 HLE，这也可能会敲击大脑区域。我们的第二个目标研究了M-HE是否与 大脑减轻较低的SES逆境。我们推测，尽管SES较低，但患有M-HE的儿童 将在大脑网络之间表现出与高级同伴相似的脚手架积极结果的相似相互作用。 该提案的结果将填补关键的空白，以了解家庭环境如何影响儿童 开发，使用大脑网络框架。此外，这些发现将为决策和干预提供信息 处于不利的社会经济背景和/或学习困难的儿童策略。