Longitudinal investigation of the relations among stress, brain activity, neurocognitive skill, and socioemotional functioning during infancy

项目摘要/摘要 此K99/R00独立之路应用程序将为我提供必要的培训 实现我的职业目标，建立一个独立的研究实验室，调查这两个关系 应激、脑功能发育和后来的神经认知和社会情绪结果之间的关系 种族和民族多元化的人口。我在发展认知神经科学方面的训练为我提供了 拥有追求这一目标所需的基础。然而，要领导实验室，我需要在以下方面进行额外的培训 文化敏感性研究实践、压力理论、多变量压力评估、高级婴儿脑电图 分析方法、婴儿眼球跟踪和实验室管理。K99的保护性训练期 这个奖项的阶段将允许我进入我职业生涯的独立阶段， 所需的方法和管理技能，以建立一支随时准备研究 神经认知和社会情绪技能发展中的应激-大脑交互作用。研究项目： 慢性应激对神经认知发育有不利影响。然而，神经机制 潜在的压力-神经认知关系还没有被很好地理解--特别是在婴儿期。新出现的证据 暗示与应激相关的大脑功能发育改变是应激的可能途径 影响长期的神经认知和社会情绪功能。虽然研究已经独立地发现 慢性压力、婴儿大脑活动、神经认知和社会情绪结果之间的联系，测试 这些关系在机械性的、纵向的框架内还没有进行过。拟议中的项目 目的是利用来自不同母婴人群的纵向数据来检查这些关系 母亲压力、婴儿静息脑活动、神经认知技能和社会情感技能之间的关系。一致 根据我的初步数据，我将检查婴儿大脑活动中是否存在与母亲压力相关的改变 在1个月和1岁时(目标1)，以及与应激相关的脑功能改变是否与 神经认知和社会情绪功能的未来和同时测量(目标2)。在R00阶段，我 将确定儿童自身的生理压力如何与大脑活动的变化相关，并具有前瞻性 通过入学预测神经认知和社会情绪功能的缺陷(目标3)。澄清直接的 慢性生理应激对脑发育改变的影响及其功能意义 在不同的参与者样本中进行这样的改变不仅是新奇的，而且它为早期研究提供了重要的见解 识别和发明未来的长期认知和社会情感结果。

PROJECT SUMMARY/ABSTRACT This K99/R00 Pathway to Independence application would provide me with the training necessary to achieve my career goal of establishing an independent research laboratory that investigates the relations between stress, functional brain development, and later neurocognitive and socioemotional outcomes in racially and ethnically diverse populations. My training in developmental cognitive neuroscience provides me with the foundation necessary to pursue this goal. However, to lead a laboratory, I require additional training in culturally sensitive research practices, stress theory, multivariate stress assessment, advanced infant EEG analysis methods, infant eye tracking, and laboratory management. The protected training period of the K99 phase of this award would allow me to enter the independent stage of my career with the theoretical, methodological, and management skills necessary to establish a research team ready to study the role of stress–brain interactions in the development of neurocognitive and socioemotional skills. Research Project: Chronic stress has detrimental effects on neurocognitive development. However, the neural mechanisms underlying stress-neurocognition relations are not well understood – particularly in infancy. Emerging evidence implicates stress-related alterations in functional brain development as a possible pathway by which stress impacts long-term neurocognitive and socioemotional functioning. While studies have independently identified links between chronic stress, infant brain activity, neurocognition, and socioemotional outcomes, the testing of these relations in a mechanistic, longitudinal framework has not yet been conducted. The proposed project aims to leverage longitudinal data from a diverse population of mothers and infants to examine the relations between maternal stress, infant resting brain activity, neurocognitive skill, and socioemotional skill. Consistent with my preliminary data, I will examine whether maternal stress-related alterations in infant brain activity exist at 1 month and 1 year of age (Aim 1), and whether stress-related alterations in brain function are related to future and concurrent measures of neurocognitive and socioemotional functioning (Aim 2). In the R00 phase, I will determine how a child’s own physiologic stress is related to alterations in brain activity and prospectively predicts deficits in neurocognitive and socioemotional functioning by school entry (Aim 3). Elucidating the direct influence of chronic physiological stress on alterations in brain development and the functional significance of such alterations in a diverse sample of participants is not only novel, but it provides important insights for early identification and invention of future long-term cognitive and socioemotional outcomes.