The neurodevelopmental mechanisms linking environmental experience and executive function

连接环境体验和执行功能的神经发育机制

• 批准号: 9977451
• 负责人: Maya Rosen
• 金额: $ 12.8万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-13 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9977451
• 关键词: Academic achievement; Achievement; Adult; Attention; Award; Biological; Books; Caregivers; Categories; Child; Child Support; Childhood; Cognitive; Complex; Conflict (Psychology); Development; Disadvantaged; Exhibits; Exposure to; Face; Faculty; Family; Feedback; Gold; Home environment; Household; Income; Individual Differences; Intervention; Language; Language Development; Learning; Life Experience; Link; Longevity; Longitudinal Studies; Magnetic Resonance Imaging; Mediating; Mediation; Methods; Modeling; Near-Infrared Spectroscopy; Neurocognitive; Outcome; Parents; Pathway interactions; Performance; Phase; Play; Prefrontal Cortex; Process; Readiness; Research; Research Personnel; Role; Schools; Shapes; Socioeconomic Status; Specificity; Stimulus; Stream; Structure; Supervision; Techniques; Testing; Thick; Time; Toy; Training; Visual; Work; aged; career; cognitive development; cognitive function; cognitive neuroscience; conflict resolution; early childhood; early experience; effective intervention; environmental enrichment for laboratory animals; executive function; experience; improved; innovation; innovative technologies; insight; low socioeconomic status; member; multimodality; neurodevelopment; neuroimaging; neuromechanism; novel; peer; relating to nervous system; skill acquisition; success; therapy development

PROJECT SUMMARY Socioeconomic status (SES) is associated with executive function (EF) and prefrontal cortex (PFC) development. However, understanding of the specific aspects of SES that influence development of EF and the PFC remains limited. EF in early childhood is associated with initial school readiness, academic success, and a wide range of outcomes in adulthood. Determining how early environmental experiences shape EF development is critical to identify strategies to support the development of these skills to promote healthy outcomes across the life span. Accelerated progress in this effort can be made only when intervention development is informed by a principled and biologically plausible understanding of the developmental mechanisms by which environmental experience shapes the development of the PFC and associated EF. This proposal argues that cognitive stimulation that occurs in the context of caregiver interactions supports development of connectivity between the ventral visual stream (VVS) and the PFC, which lays the groundwork for the complex computations necessary for EF. The proposal will test both environmental (cognitive stimulation) and neurodevelopmental (VVS-PFC connectivity) mechanisms explaining SES-related differences in EF and academic achievement. Study 1 (K99 phase) uses innovative observational methods to assess the home environment of school-attending children aged 6-7 years, cognitive and academic assessments, and functional and structural MRI to examine whether cognitive stimulation is an environmental mechanism explaining SES-related differences in EF (Aim 1). Study 1 will also evaluate whether early cognitive stimulation mediates SES-related differences in structure, function, and connectivity between the VVS and PFC (Aim 2). Study 2 (R00 phase) is a longitudinal study of children 4-5 years (Time 1) followed as they make the important transition to school (Time 2). This study will evaluate whether structure and function of the VVS early in development precedes and predicts structure and function of the PFC (Aim 3) using multimodal neuroimaging techniques (functional near infrared spectroscopy, functional and structural MRI). Finally, Study 2 will test whether cognitive stimulation explains SES-related differences in VVS and PFC structure and function and individual differences in EF, and evaluate whether these pathways ultimately explain disparities in academic achievement (Aim 4). The results of these studies will provide insight into the environmental and neural mechanisms explaining SES-related differences in EF and academic achievement. These studies have the potential to inform interventions to help close the income-achievement gap. This award will provide the candidate, who has a strong background in cognitive neuroscience in adults, with training in developmental methods and developmental cognitive neuroscience to facilitate her transition to an independent research career.

项目摘要 社会经济地位（SES）与执行功能（EF）和前额叶皮层（PFC）相关联 发展。但是，了解影响EF发展的SE的特定方面 PFC仍然有限。 EF幼儿期与初始学校准备，学术成功， 以及成年后的各种结果。确定早期环境体验如何塑造EF 开发对于确定支持这些技能以促进健康的策略至关重要 整个寿命的结果。只有在干预时才能加速进展 对发展的原则性和生物学上的理解为发展所告知 环境经验塑造PFC和相关EF的发展的机制。这 提案认为，在护理人员互动的背景下发生的认知刺激支持 腹侧视觉流（VVS）和PFC之间的连通性的发展，这奠定了基础。 对于EF所需的复杂计算。该提案将测试两个环境（认知 刺激）和神经发育（VVS-PFC连接性）机制解释了与SES相关的差异 在EF和学术成就中。研究1（K99阶段）使用创新的观察方法来评估 6-7岁的学校训练儿童的家庭环境，认知和学术评估，以及 功能和结构性MRI检查认知刺激是否是环境机制 解释EF中与SES相关的差异（AIM 1）。研究1还将评估早期认知刺激是否 介导VVS和PFC之间的结构，功能和连通性上的与SES相关的差异（AIM 2）。 研究2（R00阶段）是对儿童4-5岁（时间1）的纵向研究，因为他们使他们变得重要 过渡到学校（时间2）。这项研究将评估VVS早期的结构和功能是否 使用多模仿神经影像学先于PFC的结构和功能（AIM 3） 技术（功能性近红外光谱，功能和结构MRI）。最后，研究2将测试 认知刺激是否解释了VVS，PFC结构和功能的SES相关差异以及 EF的个体差异，并评估这些途径是否最终解释了学术的差异 成就（目标4）。这些研究的结果将提供对环境和神经的见解 解释了与SES相关的EF和学术成就差异的机制。这些研究具有 有可能告知干预措施以帮助缩小收入差距的潜力。该奖项将提供 候选人，在成年人的认知神经科学方面具有强大的背景，并接受了发展的培训 方法和发展性认知神经科学促进她向独立研究的过渡 职业。