NEURAL MECHANISMS IN SUBGROUPS OF LEARNING AND ATTENTION PROBLEMS--YOUNG ADULTS

学习和注意力问题亚组的神经机制——年轻人

• 批准号: 6272147
• 负责人: SALLY E SHAYWITZ
• 金额: $ 27.06万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-12-01 至 1998-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6272147
• 关键词: attention deficit disorder; behavioral /social science research tag; brain metabolism; clinical research; cognition; epidemiology; human subject; learning disorders; magnetic resonance imaging; memory; neurobiology; neuropsychological tests; psycholinguistics; reading disorder; statistics /biometry; young adult human (21-34)

The Connecticut Longitudinal Study of Learning Disability (CLS) is a composite of an epidemiologic survey sample and a longitudinal cohort study of 445 children recruited initially in 1983 and prospectively followed from kindergarten through grade 11. This proposal seeks to follow this large and virtually intact sample (n=408) from grade 12, through the course of their transition to young adulthood (ages 18-23 years). The sample, the measures and the longitudinal framework allow us to address two central themes encompassing five specific aims: I. Prevalence, persistence and outcome - Specific Aims 1,2 and 3 II. Cognitive and neurobiologic mechanisms - Specific Aims 4 and 5. 1. Prevalence of Subgroups of LD and ADHD in a Sample Survey of Young Adults. 2. Nature and Determinants of Outcome in Childhood RD. 3. Nature and Determinants of Plateau Effects in Reading Over Time 4. Neurolinguistic and Biologic Mechanisms in Young Adults with a History of Childhood RD. 5. Definition of RD in Young Adults The Specific Aims outlined will provide the range and quality of data necessary to build a model of RD, one that is biologically-based, theoretically-driven and clinically meaningful. For the first time, clinicians and investigators alike, will have a clear and unbroken view of the full developmental course of RD. We will be able to look back at an entire population and determine particular antecedents predictive of specific outcomes, including reading achievement, educational attainment, occupational status and family and social adjustment as young adults. We will learn how specific childhood diagnoses, characteristics and experiences map onto a range of later adult outcomes. Finally, for the first time, we will be able to examine outcome in RD from a biological perspective by imaging the brain during reading. Knowledge of each of these components of RD: behavioral, cognitive and biological, will inform, and should significantly improve, clinical practice, including approaches to identification, intervention and prevention, while, at the same time, also providing the scientific foundation necessary for developing new hypotheses and strategies for studying reading and RD.

康涅狄格学习障碍纵向研究（CLS）是 流行病学调查样本和纵向队列的综合 研究最初于1983年招募的445名儿童，并前瞻性地研究 紧随幼儿园到11年级。该提议试图关注 从12年级开始，这个大型且几乎完整的样本（n = 408） 他们过渡到年轻成年的过程（18-23岁）。这 样本，措施和纵向框架使我们能够解决 两个中央主题，包括五个具体目标： I.患病率，持久性和结果 - 特定目的1,2和3 ii。认知和神经生物学机制 - 特定目的4和5。 1。在年轻的样本调查中，LD和ADHD的亚组患病率 成年人。 2。儿童路的自然和决定因素。 3。随着时间的推移阅读中高原影响的自然和决定因素 4。具有历史的年轻人的神经语言和生物学机制 儿童路。 5。年轻人的RD定义 概述的具体目的将提供数据的范围和质量 建立RD模型所必需的，该模型是基于生物学的， 理论上驱动和临床意义。首次， 临床医生和调查人员都将对 RD的完整发展过程。我们将能够回头看 整个人口并确定特定的先决条件预测 具体成果，包括阅读成就，教育成就， 作为年轻人的职业地位，家庭和社会调整。我们 将了解特定的童年诊断，特征和 经验将映射到一系列后来的成人结果。最后，为了 第一次，我们将能够从生物学中检查RD的结果 通过在阅读过程中对大脑进行成像来透视。每个人的知识 RD的这些组成部分：行为，认知和生物学，将告知， 并且应该显着改善临床实践，包括方法 识别，干预和预防，同时 还提供了开发新的科学基础 研究阅读和RD的假设和策略。