Identifying the contributions of gestational and caregiving environments to socioeconomic disparities in child language and cognitive development.

确定妊娠和护理环境对儿童语言和认知发展的社会经济差异的影响。

• 批准号: 10503573
• 负责人: Matthew Pellerite
• 金额: $ 66.43万
• 依托单位: NORTHSHORE UNIVERSITY HEALTHSYSTEM
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-13 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10503573
• 关键词: 2 year old; 5 year old; Adopted; Age; Animals; Behavioral Sciences; Biological; Biological Process; Biological Sciences; Blood Vessels; Brain; Cerebral Palsy; Characteristics; Child; Child Development; Child Language; Clinical; Cognition; Cognitive; Consequentialism; Development; Disadvantaged; Environment; Exposure to; Family; Funding; Gene Activation; Gene Expression; Genes; Goals; Growth; Histologic; Histology; Human; Immune response; Impaired cognition; Impairment; Individual; Infant; Inflammation; Inflammatory; Language; Language Development; Learning; Lesion; Linguistics; Link; Low income; Measures; Mediating; Methods; Micronutrients; Neuronal Injury; Nursery Schools; Outcome; Pathology; Placenta; Policies; Poverty; Pregnancy; Premature Birth; Psychological Factors; Psychological Stress; Research; Risk Factors; Science; Shapes; Skin; Social Sciences; Societies; Socioeconomic Status; Stress; Toddler; Toxic Environmental Substances; Transact; United States; United States National Institutes of Health; Work; autism spectrum disorder; caregiving; cognitive development; contextual factors; economic implication; environmental enrichment for laboratory animals; fetal; immune activation; kindergarten; language impairment; maternal stress; perinatal outcomes; postnatal; pregnant; psychologic; public health relevance; social; social implication; socioeconomic disadvantage; socioeconomic disparity; theories

PROJECT SUMMARY/ABSTRACT In the United States, children’s development differs markedly as a function of their family’s socioeconomic status (SES). Some of the most pronounced and consequential SES disparities are in language and cognitive development, which are evident as early as two years of age and, by kindergarten entry, predict with depressing accuracy children’s long-term academic trajectories. Yet while social science has identified a variety of structural, contextual, and psychological factors that contribute to disparities in child development, we have limited understanding of how these factors “get under the skin” to influence biological processes that are proximally involved in brain maturation and shape key developmental outcomes. This proposal integrates approaches to understanding developmental disparities from the biological and psychological sciences. Theorists in the biological sciences have proposed that disadvantage gets biologically embedded during gestation, in part via immune responses to stress that result in “adverse gestational environments” (AGEs). Animal studies have confirmed that stressful exposures can contribute to adverse gestational environments and to subsequent oxidative neuronal injury and impaired development, yet human studies have yet to examine whether AGEs are associated with socioeconomic disparities in language and cognition. We leverage an existing NIH-funded study of disparities in perinatal outcomes, where in-depth assessments of SES and the gestational environment are being performed in 600 pregnant individuals from diverse backgrounds. We will follow children born to these individuals, collecting measures of cognitive and language development during the infant-toddler period as well as preschool outcomes at age 5 years. Aim 1 will determine if adverse gestational environments resulting from maternal stress mediate socioeconomic disparities in child language and cognitive development. Aim 2 will deepen understanding into the placental characteristics of adverse gestational environments that are associated with lower language and cognitive development. Aim 3 will examine the combined contributions of AGEs and postnatal caregiving environments in predicting language and cognitive development. Across these aims, we utilize state-of-the-art methods from the social, behavioral, and biological sciences, and adopt a culturally and linguistically responsive approach to assessment of child language and cognitive development. This study will answer key questions about the origins of SES disparities in language and cognitive development that have important implications for theory, policy, and practice.

项目摘要/摘要 在美国，儿童的成长因家庭的社会经济地位而明显不同 （SES）。一些最明显，最相关的SES差异是语言和认知 开发，最早是两岁的证据，并通过幼儿园进入 准确儿童的长期学术轨迹。然而，尽管社会科学已经确定了各种结构，但 情境和心理因素有助于儿童发育的分布，我们有限 了解这些因素如何“陷入皮肤”以影响近端的生物学过程 参与大脑成熟并塑造关键的发展结果。该建议将方法整合到 了解生物学和心理科学的发展分布。理论家 生物科学提出，灾难在妊娠期间在生物学上嵌入 对压力的免疫反应会导致“不利的妊娠环境”（年龄）。动物研究有 确认压力暴露会导致不利的妊娠环境，并随后 氧化性神经元损伤和发育受损，但是人类研究尚未检查年龄是否是 与语言和认知方面的社会经济差异有关。我们利用现有的NIH资助研究 围产期结局的差异，其中SES和妊娠环境的深入评估是 在来自潜水员背景的600名怀孕个体中进行。我们将跟随这些孩子出生的孩子 个人，收集婴儿 - 托德勒期间认知和语言发展的措施 作为5岁的学龄前结果。 AIM 1将确定不良妊娠环境是否是由 母体压力媒体在儿童语言和认知发展中的社会经济差异。 AIM 2意志 加深对关联不利妊娠环境的位置特征的理解 语言较低和认知发展。 AIM 3将检查年龄的综合贡献 预测语言和认知发展的产后照顾环境。在这些目标中，我们 利用来自社会，行为和生物学科学的最先进方法，并在文化上采用 评估儿童语言和认知发展的响应敏感方法。这项研究会 回答有关SES分布在语言和认知发展中的起源的关键问题 对理论，政策和实践的重要意义。