Examining Longitudinal Cognitive-Motivational Interactions in Adolescents with Depression

项目摘要/摘要 抑郁症是一种衰弱的精神疾病，通常出现在青春期，这段时期 动态的大脑和行为发育。认知和动机缺陷在抑郁症中尤为突出 并发生在经历青少年特有发育变化的神经系统中。鉴于这种情况的出现 在持续发展的背景下，更好地理解认知和动机是如何 青少年抑郁症的相互作用对于设计预防策略和治疗方法至关重要。 我建议进行补充性研究，旨在研究认知-动机的相互作用 青少年抑郁症，并为我提供培训，使我成为一名专注于 发展性精神病病理学中认知和情绪的神经生物学。和我的主要导师Dr。 Anticevic，我为神经成像设计了一种受激励的空间工作记忆范式， 翻译自非人类灵长类动物的经典任务，并适用于衡量激励对 空间工作记忆的准确性。我们建议在患有抑郁症的青少年中使用这一任务 神经典型同龄人，以检验空间工作记忆和激励空间工作的差异 记忆的表现，以及每个记忆背后的神经电路。所有参赛者将被纵向跟踪至 比较抑郁和典型发育在这些回路中的影响。他们将在9个月后返回 第一次就诊时记录症状和行为，在18个月时记录症状和行为，并重复 激励性空间工作记忆神经成像范式。以补充我们的横断面研究 青春期抑郁症，我们建议在一大群人中表征认知和动机的变化。 通常来自多点青少年大脑认知发展(ABCD)研究的儿童。我们 将把数据驱动的方法应用于ABCD研究收集的认知和动机测量，并 量化可能区分认知-动机表型的共同神经行为差异。这 特征化将成为未来研究抑郁症风险的重要平台 青春期。 拟议的一套研究提供了发展研究和神经成像方面的培训， 纵向研究设计和分析，以及应用于神经发育问题的数据驱动分析。我的 导师是一个多学科的专家团队，主要在耶鲁工作，他们将指导和支持我在 实现这些培训目标。总的来说，这款K23应用程序提供了至关重要的额外培训和 我需要成功过渡到一名专注于神经生物学的独立内科医生和科学家的经历 认知和情绪在发展精神病理学中的作用。

PROJECT SUMMARY / ABSTRACT Depression is a debilitating psychiatric illness that commonly emerges during adolescence, a period of dynamic brain and behavioral development. Cognitive and motivational deficits are prominent in depression and occur in neural systems that undergo adolescent-specific developmental changes. Given the emergence of these deficits in the context of ongoing development, a better understanding of how cognition and motivation interact in adolescent depression is critical for designing prevention strategies and treatments. I am proposing complementary studies designed to examine cognitive-motivational interactions in adolescent depression, and provide me the training I need to become an independent investigator focused on the neurobiology of cognition and emotion in developmental psychopathology. With my primary mentor, Dr. Anticevic, I have designed an incentivized spatial working memory paradigm for neuroimaging that has been translated from classic tasks in non-human primates, and adapted to measure the effects of incentives on spatial working memory accuracy. We propose to use this task in adolescents with depression and neurotypical peers in order to examine differences in spatial working memory and incentivized spatial working memory performances, and the neural circuits underlying each. All participants will be followed longitudinally to compare the impact of depression and typical development in these circuits. They will return at 9 months after the first visit to chart symptoms and behavior, and at 18 months to chart symptoms, behavior, and repeat the incentivized spatial working memory neuroimaging paradigm. To complement our cross-sectional study of adolescent depression, we propose to characterize the variation in cognition and motivation in a large group of typically developing children from the multi-site Adolescent Brain Cognitive Development (ABCD) study. We will apply data-driven methods to cognitive and motivational measures collected by the ABCD study and quantify the shared neurobehavioral variation that may distinguish cognitive-motivational phenotypes. This characterization would serve as a vital platform for future studies to examine risk for depression in adolescence. The proposed set of studies provides training in developmental research and neuroimaging, longitudinal study design and analysis, and data-driven analytics applied to neurodevelopmental questions. My mentors are a multi-disciplinary team of experts based mostly at Yale who will guide and support me in achieving these training goals. Collectively, this K23 application provides the vital additional training and experiences I need to successfully transition to an independent physician-scientist focused on the neurobiology of cognition and emotion in developmental psychopathology.