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.

项目摘要 尽管教育经常被认为是预防阿尔茨海默病和相关疾病的最重要的保护因素， 痴呆症（ADRD），这一领域的大多数研究忽视了学校教育所处的教育环境， 地方此外，它还没有考虑早期教育环境是否以及如何塑造这种关系 遗传学和ADRD之间的联系，尽管ADRD有很强的遗传成分。过去几 多年来，我一直在开发一个研究项目，以促进对教育作用的科学理解 痴呆症风险。这个职业中期独立科学家（K 02）奖的建议建立在这个基础上， 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 我本人是ADRD的国内和国际专家。为了实现这一目标，我确定了四个目标， K 02项目的一部分：1）开发使用ADRD遗传标记的知识和高级分析技能 和认知障碍和痴呆症的多基因风险评分; 2）培养与现有的 在人口研究中广泛使用遗传数据方面具有专业知识的社会科学家， ADRD; 3）扩展我目前资助的研究（R 01 AG 067536），以研究遗传易感性如何影响 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;以及4）应用从K 02奖获得的数据和知识，以确保 额外的R 01和P30级资金，以支持我在ADRD的研究计划，并建立机构能力 在马里兰州、学院公园和华盛顿地区的大学进行了老龄化和ADRD研究。实现我 K 02目标，我已经建立了一个团队的合作者谁是领先的ADRD研究人员或社会科学家 具有遗传学方面的专业知识，并将共同为我作为基因（G）的专业发展做出贡献x 环境（E）研究员在ADRD。此外，我有必要的机构支持和环境， 执行该项目。K 02奖将加速我的研究计划，并建立我作为一个高级 调查员在老龄化和ADRD通过为我提供保护的时间来发展战略合作，技能， 以及ADRD基因和生物学基础方面的知识。K 02项目的研究结果将进一步 科学地理解遗传和环境因素如何相互作用并导致不同的大脑健康 和功能，NIA研究的优先领域，并可以为旨在减少痴呆症患病率的政策提供信息 in future未来cohort队列of older老adults成年人.重要的是，我之前的学术，资金和指导成功提供了 证明我可以将K 02提供的保护时间和培训转化为指数级专业人员 增长和科学影响。