Examination of developmental trajectories of cognitive, motor and emotional control in relation to sex differences in psychopathology

项目摘要 神经发育障碍，如注意力缺陷/多动障碍（ADHD），出现在早期 在儿童期，男性更普遍。相比之下，焦虑和情绪障碍通常出现在 青春期，女性更常见。然而，我们对这些机制的理解 各种形式的精神病理的发生性别差异有限。研究领域 标准（RDoC）项目提供了一个维度和transdiagnostic框架，作为我们的替代方案。 精神疾病的传统分类概念化，以便更好地表征 从典型到非典型功能，更好地了解性别差异和合并症。关键是要考虑到 在发展的背景下，RDoC结构，特别是当检查出现的疾病， 儿童期，并且在以后的发展中经常进展为越来越严重的形式或新的合并症。此外，本发明还 在精神病理学的发展过程和大脑的轨迹中， 发展，纵向研究对于了解内化的生物行为标志物是否是必要的 和外化精神病理学在女孩和男孩的发展过程中存在差异。拟定的研究将 利用现有纵向研究中的神经影像学和行为学数据， 从幼儿期到成年期， 在患有ADHD的大样本儿童（n=329）中， 对照组（n=273）。有相当多的证据表明，多动症是在一个连续的极端维度 而不是一种在紊乱和健康之间有着清晰界限的离散综合征。运动、认知和 情绪控制系统，被认为是平行发展的，与多动症的病理生理学有关， 其他神经精神疾病。此外，ADHD通常与儿童时期的其他疾病共病， 患有ADHD的女孩和男孩在青春期和成年期遭受有害后果的风险不同。 因此，研究儿童样本中维度RDoC结构的发展变化， 如果没有注意力缺陷多动障碍，我们对精神病理学中性别差异的理解将更加广泛。 我们建议比较认知、情绪和运动控制的发展轨迹， 行为和神经解剖学，并将这些轨迹与外化和内化症状联系起来， 使用维度分析。这项研究将借鉴和整合两个正在进行的纵向数据， 研究：一名学龄前儿童（时间1时年龄为4-5岁; n=145）随访至儿童中期， 第二个大样本为（经确认的）青春期前8-12岁儿童（n=437），其中一个子集 在青春期完成纵向随访访视（12-17岁; n=106）。结合这些数据集， 对于样本内维度结构的生物行为测量的广义混合效应建模， 儿童跨越典型和非典型发展，这对推进RDoC倡议至关重要。

PROJECT SUMMARY Neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD) emerge during early childhood and are more prevalent in males. In contrast, anxiety and mood disorders commonly emerge during adolescence and are more frequent in females. However, our understanding of the mechanisms that underlie sex differences in the occurrence of various forms of psychopathology is limited. The Research Domain Criteria (RDoC) project provides a dimensional and transdiagnostic framework as an alternative to our traditional categorical conceptualization of psychiatric disorders in order to better characterize the full range of typical to atypical functioning and to better understand sex differences and comorbidity. It is critical to consider RDoC constructs within the context of development, particularly when examining disorders that emerge in childhood and often progress to increasingly severe forms or new comorbidities later in development. Further, given evidence of sex differences in the developmental course of psychopathology and trajectories of brain development, longitudinal research is necessary to understand whether biobehavioral markers of internalizing and externalizing psychopathology differ across development for girls and boys. The proposed study will leverage neuroimaging and behavioral data from existing longitudinal studies to examine the effect of sexual dimorphism on the development of motor, emotional, and cognitive control from early childhood through adolescence (ages 4-17 years) among a large sample of children with ADHD (n=329) and typically developing controls (n=273). There is considerable evidence that ADHD lies at the extreme of a continuous dimension rather than a discrete syndrome with clear boundaries between disorder and health. Motor, cognitive, and emotional control systems, thought to develop in parallel, are implicated in the pathophysiology of ADHD and other neuropsychiatric disorders. Furthermore, ADHD is often comorbid with other disorders in childhood and girls and boys with ADHD experience differential risk for deleterious outcomes in adolescence and adulthood. Therefore, studying developmental changes in dimensional RDoC constructs among a sample of children with and without ADHD will inform our understanding of sex differences in psychopathology more broadly defined. We propose to compare the developmental trajectories of cognitive, emotional, and motor control both in terms of behavior and neuroanatomy, and to relate these trajectories to externalizing and internalizing symptoms using dimensional analyses. This study will draw from and integrate data across two ongoing longitudinal studies: one of preschool children (age 4-5 years at time 1; n=145) followed into middle childhood and a second large sample of (confirmed) pre-pubertal 8-12 year-old children (n=437), a subset of whom have completed longitudinal follow-up visits in adolescence (ages 12-17; n=106). Combining these datasets permits for generalized mixed effects modeling of biobehavioral measures of dimensional constructs within a sample of children spanning typical and atypical development which is critical for advancing the RDoC initiative.