Identifying neural markers of risk for anxiety in infancy

项目摘要/摘要 行为抑制(BI)是一种害怕新奇事物的气质，是最好的行为标记物 其中儿童有焦虑的风险。然而，神经发育机制的基础是 从BI到焦虑症的路径仍然难以捉摸。大量证据将BI和抑制性控制(IC)过程联系起来 焦虑的发展。然而，很少有证据表明这些行为是否 与大脑连通性的变化有关。被提议的项目的目标是准确地描述 与BI、IC相关的脑网络及其在婴儿期的相互作用以阐明BI、IC的病理生理学 焦虑。为了做到这一点，在指导阶段，我将描述大脑网络的纵向变化 在BI(目标1)中涉及，确定相关的静息状态功能连接性的纵向变化 BI和IC(目标2)。随后，在独立阶段(R00)，我将复制和扩展 使用BI和IC的行为测量验证这些发现的工作范围，并确定调节 与IC相关的大脑网络对BI的神经关联的贡献(目标3)。澄清 与焦虑相关的因素的独立和交互作用是产生焦虑的关键 有针对性的干预知识。这项研究计划将推进我的目标，开发一个独立的 受资助的研究项目，调查大脑发育如何支持复杂的社会和情感 发展。这项工作将针对那些处于非典型社会和情感方面风险最大的个人 结果(例如，那些有精神病理风险的人)通过使用以下方法绘制情绪障碍的前兆图表 神经成像方法。为了有效地领导我未来的研究团队，我需要在婴儿方面进行强化培训 功能磁共振(FMRI)数据分析和纵向建模。到目前为止，我的训练已经 为我提供了发展心理学、婴儿行为评估和 婴幼儿fMRI数据采集。我的职业发展计划在这一技能的基础上进行了扩展，以提供必要的进一步 关于处理fMRI数据的数据驱动方法的培训(例如，独立分量分析)， FMRI数据的纵向建模，以及幼儿fMRI数据采集。通过参加这种受保护的培训 时间，我将进入我的独立研究阶段，做好充分的准备，带领我的研究团队识别神经 标记物表明焦虑的高风险。

PROJECT SUMMARY/ABSTRACT Behavioral inhibition (BI), a temperament characterized by fear of novelty, is the best behavioral marker of which children are at risk for anxiety. However, the neurodevelopmental mechanisms that underly the pathway from BI to anxiety remain elusive. Extensive evidence links BI and inhibitory control (IC) processes to the development of anxiety. However, very little evidence has illuminated whether these behaviors are associated with changes in brain connectivity. The goal of the proposed project is to precisely characterize brain networks associated with BI, IC, and their interaction in infancy to illuminate the pathophysiology of anxiety. To do so, during the mentored phase, I will characterize longitudinal changes in brain networks implicated in BI (Aim 1), identify longitudinal changes in resting state functional connectivity that are associated with both BI and IC (Aim 2). Subsequently, during the independent phase (R00), I will replicate and extend this line of work to validate these findings using behavioral measures of BI and IC and identify the moderating contribution that brain networks associated with IC have on the neural correlates of BI (Aim 3). Elucidating the independent and interactive contributions of factors associated with anxiety is essential for generating knowledge for targeted interventions. This research plan will advance my goal of developing an independent funded research program investigating how brain development supports complex social and emotional development. This line of work will target those individuals most at risk for atypical social and emotional outcomes (e.g., those at risk for psychopathology) by charting the precursors to emotional disorders using neuroimaging methods. To effectively lead my future research team, I require intensive training in infant functional magnetic resonance (fMRI) data analysis and longitudinal modeling. To date, my training has provided me with a strong foundation of skills in developmental psychology, infant behavioral assessment, and infant fMRI data collection. My career development plan expands on this skill set to provide essential further training in data-driven approaches for processing fMRI data (e.g., independent components analysis), longitudinal modeling of fMRI data, and toddler fMRI data collection. By engaging in this protected training time, I will enter my independent stage of research well prepared to lead my research team to identify neural markers indicative of high risk for anxiety.