The role of early educational contexts in differential genetic susceptibility to cognitive impairment and dementia

早期教育环境在认知障碍和痴呆的差异遗传易感性中的作用

• 批准号: 10673009
• 负责人: Katrina Walsemann
• 金额: $ 14.48万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10673009
• 关键词: Acceleration; Adolescence; Adult; African ancestry; Age; Aging; Alzheimer' s disease related dementia; Alzheimer' s disease risk; Area; Award; Biological; Black race; Cognition; Cognitive; Collaborations; Data; Dementia; Development; Diagnosis; District of Columbia; Early identification; Education; Educational Status; Elderly; Environment; Environmental Risk Factor; Episodic memory; Ethnic Origin; European ancestry; Foundations; Funding; Future; Genes; Genetic; Genetic Markers; Genetic Predisposition to Disease; Genetic Risk; Goals; Growth; Health; Health and Retirement Study; Impaired cognition; Impairment; Independent Scientist Award; Individual; Institution; International; Knowledge; Length; Life; Life Cycle Stages; Link; Local Government; Maryland; Measurement; Measures; Medicare claim; Memory; Mentors; Methods; Modeling; Play; Policies; Population Study; Prevalence; Pupil; Race; Research; Research Personnel; Research Priority; Risk; Risk Factors; Role; Sampling; Schools; Scientific Advances and Accomplishments; Scientist; Secure; Shapes; Short-Term Memory; Specific qualifier value; State Government; Subgroup; System; Time; Training; Translating; United States; Universities; Variant; Work; advanced analytics; ancestry analysis; brain health; career; cognitive function; cohort; college; demented; dementia risk; experience; innovation; insight; institutional capacity; model building; polygenic risk score; predictive modeling; programs; prospective; protective factors; segregation; skills; social; success; teacher

PROJECT SUMMARY Although education is often cited as the most important protective factor against Alzheimer’s Disease and related dementias (ADRD), most research in this area ignores the educational contexts in which that schooling took place. Moreover, it has yet to consider whether and how early educational contexts shape the relationship between genetics and ADRD, even though there is a strong genetic component to ADRD. Over the last several years, I have been developing a research program to advance scientific understanding of the role of education in dementia risk. This Mid-Career Independent Scientist (K02) award proposal builds upon this foundation by expanding my expertise in education and ADRD to the field of genetics. My long-term career goal is to establish myself as a national and international expert in ADRD. To achieve this goal, I have identified four objectives as part of the K02 project: 1) develop knowledge of and advanced analytic skills in using genetic markers of ADRD and polygenic risk scores for cognitive impairment and dementia; 2) cultivate new collaborations with established social scientists who have expertise in using genetic data in population studies broadly as well as specific to ADRD; 3) extend my currently funded research (R01AG067536) to examine how genetic susceptibility to cognitive impairment and dementia interacts with early educational contexts and may result in differential risk for cognitive decline and impairment; and 4) apply the data and knowledge gained from the K02 award to secure additional R01 and P30-level funding to support my research program in ADRD and build institutional capacity in aging and ADRD at the University of Maryland, College Park and the Washington D.C. area. To achieve my K02 objectives, I have established a team of collaborators who are leading ADRD researchers or social scientists with expertise in genetics and who will jointly contribute to my professional development as a gene (G) x environment (E) researcher in ADRD. Further, I have the institutional support and environment necessary to carry out the project. The K02 award will accelerate my research program and establish me as a senior investigator in aging and ADRD by providing me with protected time to develop strategic collaborations, skillsets, and knowledge in the genetic and biological underpinnings of ADRD. Findings from the K02 project will advance scientific understanding of how genetic and environmental factors interact and result in differential brain health and functioning, an NIA research priority area, and can inform policies aimed at reducing dementia prevalence in future cohorts of older adults. Importantly, my prior scholarly, funding, and mentoring success provide evidence that I can translate the protected time and training provided by the K02 into exponential professional growth and scientific impact.

项目概要 尽管教育经常被认为是预防阿尔茨海默病及相关疾病的最重要的保护因素 痴呆症（ADRD），该领域的大多数研究都忽略了学校教育的教育背景 地方。此外，它还没有考虑早期教育背景是否以及如何塑造这种关系。 尽管 ADRD 有很强的遗传成分，但遗传学和 ADRD 之间存在着一定的差异。在过去的几个 多年来，我一直在制定一项研究计划，以促进对教育作用的科学理解 处于痴呆风险中。这项职业生涯中期独立科学家（K02）奖励提案建立在这个基础上： 将我在教育和 ADRD 方面的专业知识扩展到遗传学领域。我的长期职业目标是建立 我本人是 ADRD 领域的国内和国际专家。为了实现这一目标，我确定了四个目标： K02 项目的一部分：1) 培养使用 ADRD 遗传标记的知识和高级分析技能 认知障碍和痴呆的多基因风险评分； 2) 与现有企业建立新的合作关系 具有在人口研究中广泛使用遗传数据以及特定于特定人群的遗传数据的专业知识的社会科学家 ADRD； 3）扩展我目前资助的研究（R01AG067536）以检查遗传易感性如何 认知障碍和痴呆与早期教育环境相互作用，可能导致不同的风险 认知能力下降和障碍； 4) 应用从 K02 奖项中获得的数据和知识来确保 额外的 R01 和 P30 级别资金支持我的 ADRD 研究项目并建设机构能力 马里兰大学、学院公园分校和华盛顿特区的老龄化和 ADRD 领域。为了实现我的 K02 目标，我建立了一个合作者团队，他们是 ADRD 研究人员或社会科学家的领导者 具有遗传学方面的专业知识，将共同为我作为基因人的职业发展做出贡献 (G) x ADRD 环境 (E) 研究员。此外，我拥有必要的制度支持和环境 执行该项目。 K02 奖将加速我的研究计划并使我成为一名高级研究人员 老龄化和 ADRD 的调查员，为我提供受保护的时间来发展战略合作、技能组合、 ADRD 的遗传和生物学基础知识。 K02项目的研究成果将取得进展 对遗传和环境因素如何相互作用并导致大脑健康差异的科学理解 和功能，NIA 研究的优先领域，并且可以为旨在减少痴呆症患病率的政策提供信息 在未来的老年人群体中。重要的是，我之前在学术、资金和指导方面的成功提供了 证据表明我可以将 K02 提供的受保护时间和培训转化为指数级专业水平 增长和科学影响。