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.

项目概要/摘要 在美国，儿童的发展因其家庭的社会经济地位而存在显着差异 (SES) 一些最明显和最重要的 SES 差异体现在语言和认知方面。 早在两岁时就出现了明显的发育，并且在进入幼儿园时，预计会出现令人沮丧的情况 然而，尽管社会科学已经确定了各种结构性的、 导致儿童发展差异的背景和心理因素，我们有限 了解这些因素如何“深入皮肤”影响最接近的生物过程 该提案整合了大脑成熟和塑造关键发育成果的方法。 从生物和心理科学的理论家那里了解发展差异。 生物科学提出，不利因素在妊娠期间就已嵌入生物学，部分是通过 动物研究表明，对压力的免疫反应会导致“不良妊娠环境”（AGE）。 证实压力暴露会导致不良的妊娠环境并导致随后的不良后果 氧化神经损伤和发育受损，但人类研究尚未检验 AGE 是否与 我们利用 NIH 资助的一项现有研究。 围产期结局的差异，其中对 SES 和妊娠环境的深入评估 我们将对 600 名来自不同背景的孕妇进行跟踪研究。 个人，还收集婴幼儿时期的认知和语言发展指标 目标 1 将确定 5 岁时的学前结果是否会导致不良妊娠环境。 母亲压力会调节儿童语言和认知发展的社会经济差异。 加深对相关不良妊娠环境的胎盘特征的了解 目标 3 将考察 AGE 和认知发展的综合贡献。 产后护理环境在预测语言和认知发展中的作用 利用社会科学、行为科学和生物科学的最先进方法，并采用文化和 本研究将采用语言响应方法来评估儿童语言和认知发展。 回答关于社会经济地位在语言和认知发展方面差异的起源的关键问题 对理论、政策和实践具有重要意义。