Multifaceted Home Environment Interacting with Brain Networks Beyond Socioeconomic Circumstances

项目摘要 家庭社会经济地位（SES）是儿童大脑和认知发育的主要贡献者， 他们未来的教育和职业成就。社会经济地位较低的逆境阻碍了儿童的执行力 功能（EF）和语言，这阻碍了他们的课堂表现。社会经济地位较低的儿童也有较低的 由于家庭识字和语言环境（HLE）的贫困，识字和语言。较低的社会经济地位， HLE加剧了孩子们的课堂困难。然而，尽管社会经济地位较低的不利因素，一些家庭 与孩子的学业目标相协调，并积极丰富HLE。当低收入家庭 通过参加HLE强化计划，这些经验可以在识字和语言成果方面取得进展。 也就是说，丰富的HLE减轻了较低SES对儿童发育的不利影响。考虑到 早期认知技能在课堂上的表现，了解家庭SES与HLE的影响方式， 儿童发展，特别是大脑发育，对决策和干预具有重要意义。 较低的SES会对大脑结构和功能产生负面影响，主要集中在大脑网络中， EF和语言。在解释了SES效应之后，最近的研究报告说，HLE利用了与 读写能力和语言能力，这表明了一种保护机制。有趣的是，我们的初步结果显示， HLE也与SES重叠，解释脑区subserving EF的差异。鉴于EF在以下方面的作用 阅读和语言，这表明一个潜在的附加机制。但是，这些研究只关注 父母和孩子一起阅读的频率，从而缩小了HLE的多面性。 为了解开儿童的社会经济环境，我们研究了大脑网络如何连接到特定的维度， 多面HLE（m-HLE）的。我们借鉴了以前的行为文献，并编制了一个全面的 测量m-HLE。我们不仅考虑了儿童发起的HLE，我们还捕捉了 父母发起的HLE。我们假设m-HLE的维度与不同的大脑网络相互作用的方式 有助于调解和/或缓和社会经济地位对儿童结果的影响。我们的第一个目标是如何M- HLE与SES影响大脑，进而影响儿童结局。而SES将预测服从EF的大脑区域， 我们预计m-HLE将有助于支持语言和识字的大脑区域。 虽然父母并不总是可用的，这样的孩子可能会招募自我调节和自愿启动 HLE，也可能利用EF脑区。我们的第二个目的是检查m-HLE是否以及如何与 减轻低社会经济地位逆境的大脑。我们推测，尽管SES较低，但m-HLE丰富的儿童 将表现出类似的大脑网络之间的相互作用，因为他们的高SES同行支架积极的结果。 这项提案的结果将填补理解家庭环境如何影响儿童的关键空白 开发，使用大脑网络框架。此外，调查结果将为决策和干预提供信息。 为处于不利社会经济背景的儿童和/或有学习困难的儿童制定战略。

PROJECT SUMMARY Household socioeconomic status (SES) is a major contributor to child brain and cognitive growth, and related to their future educational and occupational outcomes. Lower-SES adversities hinder children's executive functions (EF) and language, which impede their classroom performance. Lower-SES children also have lower literacy and language due to impoverished home literacy and language environment (HLE). Lower SES and HLE exacerbate children's classroom difficulties. Yet, despite lower-SES disadvantages, some families are attuned to and foster their children's academic goals and actively enrich HLE. When lower-SES families have access to HLE enrichment programs, such experiences can scaffold gains in literacy and language outcomes. That is, enriched HLE mitigates the adverse impacts of lower SES on child development. Given the critical role of early cognitive skills in classroom performance, understanding the ways household SES versus HLE affects child development, especially brain growth, provides key implications for policymaking and interventions. Lower SES negatively impacts brain structure and function, centrally within the brain networks that support EF and language. After accounting for SES effect, recent studies report that HLE taps brain networks linked to literacy and language, suggesting a protective mechanism. Interestingly, our preliminary results revealed that HLE also overlaps with SES in explaining differences in brain regions subserving EF. Given the role of EF in reading and language, this suggests a potential additive mechanism. But, these studies focus exclusively on how frequently parents and children read together, which thereby narrows the multifaceted nature of HLE. To unpack child socioeconomic circumstances, we examine how brain networks link to specific dimensions of a multifaceted HLE (m-HLE). We drew upon prior behavioral literature, and compiled a comprehensive measure for m-HLE. Not only do we account for child-initiated HLE, we also capture the quantity and quality of parent-initiated HLE. We hypothesize that the ways dimensions of m-HLE interact with different brain networks contribute to mediate and/or moderate the impact of SES on child outcomes. Our first aim focuses on how m- HLE versus SES affect brain, and in turn child outcomes. While SES will predict brain regions subserving EF and language, we anticipate that m-HLE will contribute to brain regions that support language and literacy. Though parents are not always available, such that children likely recruit self-regulation and voluntarily initiate HLE, which may also tap EF brain regions. Our second aim examines whether and how m-HLE interacts with the brain to mitigate lower-SES adversity. We speculate that, despite lower SES, children with enriched m-HLE will exhibit similar interaction between brain networks as their higher-SES peers to scaffold positive outcomes. Results from this proposal will fill critical gaps in understanding how household environment affects child development, using a brain network framework. Also, the findings will inform policymaking and intervention strategies for children at disadvantaged socioeconomic backgrounds and/or with learning difficulties.