Social Attention and Mentalizing During Puberty and Risk for Social Anxiety

青春期的社会关注和心理化以及社交焦虑的风险

• 批准号: 10533863
• 负责人: Alicia Vallorani
• 金额: $ 6.87万
• 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: 2023-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10533863
• 关键词: 12 year old; 2 year old; Address; Adolescence; Adolescent; Adult; Age; Attention; Behavior; Behavioral; Behavioral inhibition; Biological; Biological Process; Brain; Career Choice; Caregivers; Child; Code; Data; Data Analyses; Data Set; Development; Diagnosis; Disease; Emotional; Emotions; Event; Exhibits; Face; Fellowship; Foundations; Fright; Functional Magnetic Resonance Imaging; Future; Goals; Grant; Health; Individual; Influentials; Language; Life; Link; Measures; Mediation; Methodology; Methods; Modeling; Neurosciences; Participant; Patient Self-Report; Pattern; Play; Preparation; Process; Process Assessment; Psychopathology; Puberty; Research; Risk; Risk Factors; Role; Sampling; Sex Differences; Social Behavior; Social Change; Social Development; Social Interaction; Social Processes; Stimulus; Structure; Temperament; Training; United States National Institutes of Health; Work; boys; career; design; experience; girls; mentalization; movie; neural; neurodevelopment; peer; programs; pubertal timing; sex; social; social anxiety; social attention; social influence; social learning; theories; visual tracking

Project Summary/Abstract Approximately 9.1% of US adolescents (11.2% girls, 7.0% boys) experience social anxiety,1 a disorder characterized by difficulty with and fear of social interactions.2 Peer social interactions are the building blocks of socioemotional and neural development during adolescence. Processes important for social interaction, including social attention and mentalizing, the ability to interpret the intentions and emotions of others,3 are in flux during adolescence,4,5 with puberty playing a particularly influential role in reorienting attention towards peers6 and the development of the mentalizing network7 and behavior.8 Puberty may be a sensitive period during which the integration of social attention and mentalizing processes could solidify or alter trajectories towards social anxiety, particularly in individuals already at elevated risk for social anxiety. The current grant will capitalize on two separate samples (one cross-sectional and one longitudinal) to examine puberty as a sensitive period for the integration of social attention and mentalizing processes (both behavioral and neural) and risk for social anxiety. Study 1 will use cross-sectional data, collected in 11- and 12-year-old adolescents. Adolescents will complete an fMRI mentalizing task and participate in a social interaction while mobile eye- tracking data are collected. The social interaction will be coded for mentalizing language/behaviors. Adolescents will be assessed for, and self-report, pubertal status. Through Study 1, I will examine puberty as a sensitive period for the integration of naturalistic social attention and spontaneous mentalizing (Aim 1). Study 2 will use longitudinal data from a completed dataset. Adolescents were assessed for fearful temperament, a risk factor for social anxiety,9 at 2 years. Adolescents participated in a social interaction and self-reported pubertal status at 12 years. Participants self-reported social anxiety at 15 years. As in Study 1, the social interaction will be coded for mentalizing language/behaviors. Through Study 2, I will examine puberty-linked longitudinal relations between spontaneous mentalizing, fearful temperament and social anxiety (Aim 2). Findings will provide information about the role of puberty in socioemotional development and risk for social anxiety. The current study is designed with an integrated training plan that will prepare the fellowship applicant for a future career as a developmental social neuroscientist. The three overarching training goals are: 1) Advanced training in naturalistic neuroscience methodology and data analysis and mentalizing. 2) Obtain conceptual and methodological training in puberty and associated psychopathology risk. 3) Advance training and professional development in preparation for an independent research career. These training goals will effectively prepare the applicant for the next steps in the desired career path of becoming a developmental social neuroscientist as well as lay the foundation for a future research program examining the co-development of social attention and mentalizing as a potential mechanism underlying social anxiety risk.

项目概要/摘要 大约 9.1% 的美国青少年（11.2% 女孩，7.0% 男孩）患有社交焦虑症1，这是一种疾病 其特点是社交互动困难和恐惧。2 同伴社交互动是构建模块 青春期的社会情感和神经发育。对于社交互动很重要的过程， 包括社会关注和心智化、解释他人意图和情感的能力，3 青春期的变化，4,5 青春期在重新调整注意力方面发挥着特别重要的作用 同龄人6以及心智化网络7和行为的发展。8青春期可能是一个敏感时期 在此期间，社会关注和心智化过程的整合可以巩固或改变轨迹 社交焦虑，特别是对于已经处于社交焦虑高风险的个体。目前的补助金 将利用两个单独的样本（一个横截面和一个纵向）来检查青春期 社会注意力和心智化过程（行为和神经）整合的敏感期 和社交焦虑的风险。研究 1 将使用在 11 岁和 12 岁青少年中收集的横断面数据。 青少年将完成功能磁共振成像心智化任务并参与社交互动，同时移动眼睛 收集跟踪数据。社交互动将被编码以实现语言/行为的心理化。 青少年将接受青春期状态评估并自我报告。通过研究 1，我将把青春期视为 自然主义社会注意力和自发心智化整合的敏感期（目标1）。研究2 将使用完整数据集中的纵向数据。对青少年的恐惧气质进行了评估，这是一种风险 2 岁时社交焦虑的因素，9。青少年参与社交互动并自我报告青春期 12岁时的状态。参与者在 15 岁时自我报告了社交焦虑。正如研究 1 所示，社交互动将 为心智化语言/行为进行编码。通过研究 2，我将研究与青春期相关的纵向 自发心智化、恐惧气质和社交焦虑之间的关系（目标 2）。调查结果将 提供有关青春期在社会情绪发展中的作用和社交焦虑风险的信息。 当前的研究设计了一个综合培训计划，该计划将为奖学金申请者做好准备 未来的职业是发展社会神经科学家。三个总体培训目标是： 1) 高级 自然神经科学方法论以及数据分析和心智化方面的培训。 2）获得概念和 青春期的方法培训和相关的精神病理学风险。 3）进阶培训和专业 为独立研究生涯做准备。这些培训目标将有效地为 成为发展社会神经科学家的理想职业道路的申请人 并为未来研究社会注意力共同发展的研究计划奠定基础 心理化是社交焦虑风险的潜在机制。