Phenotyping irritability in young children using complex, naturalistic emotion processing

使用复杂、自然的情绪处理来分析幼儿的烦躁表型

• 批准号: 10381456
• 负责人: Maria Catalina Camacho
• 金额: $ 3.27万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-12-01 至 2022-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10381456
• 关键词: 7 year old; Adolescent; Adult; Affective; Age; Aggressive behavior; Amygdaloid structure; Anxiety; Area; Behavior; Behavior assessment; Brain; Brain region; Child; Childhood; Clinical; Code; Complex; Data; Development; Dimensions; Disease; Disruptive Behavior Disorder; Early Intervention; Emotional; Emotions; Etiology; Foundations; Frustration; Functional Magnetic Resonance Imaging; Functional disorder; Goals; Individual Differences; Informal Social Control; Insula of Reil; Investigation; Knowledge; Label; Learning; Maps; Measures; Mental Depression; Mental disorders; Methods; Moods; Motor Cortex; Neurosciences; Nucleic Acid Regulatory Sequences; Nursery Schools; Oral; Parents; Pathway Analysis; Pattern; Phenotype; Population; Prefrontal Cortex; Preschool Child; Process; Psychopathology; Regulation; Reporting; Research; Research Personnel; Risk; School-Age Population; Schools; Series; Shapes; Social Functioning; Stimulus; Symptoms; Temperament; Testing; Universities; Work; Youth; age related; callous unemotional trait; cognitive function; design; early childhood; effective intervention; emotional functioning; emotional stimulus; improved; insight; middle childhood; negative affect; negative mood; neural patterning; neuroimaging; non-compliance; pre-clinical; relating to nervous system; resilience; sensory integration; showing emotion; skills; support network; tool

PROJECT SUMMARY Irritability during preschool is predictive of later developing psychopathology, however the mechanism conferring this increased risk is not well-understood. Discerning temperamental irritable behaviors from clinically-concerning irritability during the preschool years is complicated by the common and developmentally- expected occurrence of negative affect and temper tantrums during this age. A potential mechanism through which preschool irritability may confer risk for psychopathology is through shaping how children process emotional information—preschoolers are both developing a rich lexicon of emotional expression and the ability to label and interpret emotions in others. Further, there is evidence in adolescent and adult populations that clinical irritability is associated with disruptions in emotion processing. Thus, this project posits that how children process emotional information can further differentiate normative versus clinically-concerning irritability. Understanding irritability in the context of emotion processing during these critical foundational years would provide insight into the etiology of mood and disruptive disorders. Further, there is evidence that the co-occurrence of unprovoked aggression, noncompliance, and callous behavior can differentiate children who develop internalizing versus externalizing psychopathology. This project will characterize irritability behavior contextualized within these other symptoms and test if these co-occurring behaviors are associated with distinct emotion processing. In Aim 1, we test if specific activation or connectivity patterns during dynamic positive and negative emotional contexts shift across age. In Aim 2, we test if 1) the individual differences in this emotional processing map to irritability behaviors and 2) if they are further differentiated by co-occurring aggression, noncompliance, or callous behaviors. During this process, the candidate will gain valuable skills in fMRI network analyses, clinical neuroscience, and written and oral presentation of this work. This valuable study will not only significantly add to our understanding of foundation emotional development in preschool—an area of study that lacks a strong neuroscientific understanding as of now—but also add to our ability to understand risk and resilience to psychopathology during a plastic period in development. Altogether, this project will help the candidate accomplish her goal of becoming an independent principle investigator at a research university significantly contributing to mapping affective neurodevelopmental risk for psychopathology.

项目概要 学龄前期间的烦躁是后来发展精神病理学的预测，然而其机制 这种增加的风险还没有得到很好的理解。辨别脾气暴躁的行为 临床上有关学龄前儿童的烦躁情绪由于常见的和发育性的原因而变得复杂。 预计在这个年龄段会出现负面情绪和发脾气。潜在的机制通过 学龄前的烦躁可能会通过影响儿童的处理方式而带来精神病理学风险 情感信息——学龄前儿童正在发展丰富的情感表达词汇和能力 标记和解释他人的情绪。此外，有证据表明青少年和成年人 临床烦躁与情绪处理中断有关。因此，该项目假设如何 儿童处理情绪信息可以进一步区分规范性信息和临床相关信息 易怒。在这些关键的基础过程中理解情绪处理背景下的烦躁 多年的研究将有助于深入了解情绪和破坏性障碍的病因。此外，有证据表明 无端攻击、不服从和冷酷行为的同时发生可以使儿童与众不同 他们发展内化与外化的精神病理学。这个项目的特点是烦躁 行为与这些其他症状相关，并测试这些同时发生的行为是否是 与独特的情绪处理相关。在目标 1 中，我们测试特定的激活或连接模式是否 在动态的积极和消极情绪背景随年龄的变化而变化的过程中。在目标 2 中，我们测试是否 1) 个体 这种情绪处理的差异映射到烦躁行为，2）如果它们进一步区分 同时发生的攻击、不服从或冷酷行为。在此过程中，候选人将获得 在功能磁共振成像网络分析、临床神经科学以及这项工作的书面和口头演示方面的宝贵技能。 这项有价值的研究不仅将显着增加我们对基础情感发展的理解 学前教育——目前还缺乏对神经科学深入理解的一个研究领域——但也增加了我们的认知 了解发育可塑期心理病理学风险和恢复力的能力。共， 该项目将帮助候选人实现成为一名独立首席研究员的目标 研究型大学在绘制情感神经发育风险方面做出了重大贡献 精神病理学。