Language Input as a Mechanism Underlying Socioeconomic Disparities in Neurocognitive Development

语言输入作为神经认知发展社会经济差异的机制

• 批准号: 10706839
• 负责人: Rachel Rene Romeo
• 金额: $ 11.55万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-03-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10706839
• 关键词: 3-Dimensional; Achievement; Address; Age; Attitude; Auditory; Award; Belief; Brain; Child; Childhood; Code; Cognitive; Communities; Development; Dimensions; Disparity; Environment; Family; Funding; Grant; Health; Income; Intervention; Language; Language Development; Latinx; Linguistics; Magnetic Resonance Imaging; Measures; Methods; Modeling; Neurocognitive; Nursery Schools; Parent-Child Relations; Parents; Postdoctoral Fellow; Readiness; Research; Sampling; Schools; Semantics; Socioeconomic Status; System; Testing; Training; Variant; Work; Writing; career; cognitive development; cognitive task; contextual factors; executive function; experience; functional near infrared spectroscopy; innovation; multimodality; neural network; neurodevelopment; parent grant; scaffold; skills; social; social cognition; socioeconomic disparity; syntax

Summary of Funded Parent Award and Proposed Supplement Childhood socioeconomic status (SES) is associated with disparities in cognitive, linguistic, and academic development.1,2 Understanding the precise environmental and neurodevelopmental mechanisms that underlie these disparities is critical for developing maximally impactful interventions to reduce and ultimately ameliorate achievement gaps. The parent award proposes and tests an innovative developmental model in which specific features of children’s early language input engage the cascading development of frontotemporal neural networks that ultimately scaffold multiple aspects of social-cognitive development. Beyond just language abilities, these also include executive functioning (EF) and social cognition (SC)— critical school readiness skills that are known to contribute to SES achievement gaps in school.3,4 The parent award investigates three dimensions of language input quality: linguistic (e.g., semantics and syntax), social-interactive (e.g., contingent turn-taking), and conceptual (e.g., decontextualized language) features.5 Investigating these three dimensions in parallel is necessary to understand which aspects of input scaffold various domains of neurocognitive development and in what way. Notably, this research leverages multi-modal assessments of children’s environments (real-world auditory language exposure and lab-based video-coding of parent-child interaction) and brain development (MRI measures of structural brain development and fNIRS measures of brain function during domain-specific cognitive tasks) longitudinally across the preschool years (ages 3;0-4;11 years) to address three specific aims: ● Aim 1: Characterize how three dimensions of early language experience (linguistic, social/interactive, and conceptual) influence structural and functional brain development underlying receptive and expressive language development. ● Aim 2: Evaluate whether specific features of language input serve as a mechanism of SES disparities in nonlinguistic cognitive domains (EF and SC) that are critical for school readiness, either directly or indirectly, through developing language skills. ● Aim 3: Examine whether input-driven, longitudinal development of frontotemporal language-related brain networks also scaffold the development of neural systems underlying the emergence of executive functioning and social cognition. Impact: Results from the parent grant have the potential to identify maximally impactful, malleable intervention targets to help ameliorate income-related achievement gaps in school readiness skills.

资助母公司奖励及建议补充摘要 儿童社会经济地位（SES）与认知，语言和学术方面的差异有关 1，2了解构成神经发育的确切环境和神经发育机制 这些差异对于制定最有效的干预措施以减少并最终改善 成绩差距。家长奖提出并测试了一种创新的发展模式， 儿童早期语言输入的特点涉及额颞叶神经元的级联发展， 这些网络最终支撑了社会认知发展的多个方面。超越语言 能力，这些还包括执行功能（EF）和社会认知（SC）-关键的学校准备 众所周知，这些技能会导致学校的SES成就差距。3，4家长奖调查了三个 语言输入质量的维度：语言的（例如，语义和语法），社交交互（例如，特遣队 话轮转换），和概念（例如，5调查这三个方面 平行地理解输入的哪些方面支撑了神经认知的各个领域是必要的 发展，以何种方式。值得注意的是，这项研究利用了儿童的多模式评估， 环境（真实世界的听觉语言接触和基于实验室的亲子互动视频编码） 和脑发育（MRI测量脑结构发育和fNIRS测量脑功能 在特定领域的认知任务）纵向跨越学龄前（3岁;0-4岁;11岁）， 实现三个具体目标： ●目标1：描述早期语言经验的三个维度（语言，社会/互动， 概念）影响大脑结构和功能的发展，这些发展是接受和表达的基础 语言发展 目标2：评估语言输入的具体特征是否是社会经济地位差异的机制， 非语言认知领域（EF和SC）直接或间接地对入学准备至关重要， 通过发展语言技能。 ●目的3：检查是否输入驱动，额颞语言相关脑的纵向发展 网络也为神经系统的发展提供了支撑，这些神经系统是执行功能出现的基础 和社会认知。 影响：来自母基金的结果有可能确定最具影响力的、可延展的干预措施 目标是帮助缩小入学准备技能方面与收入有关的成绩差距。