SES, Childhood Experience, and The Neural Bases of Learning

SES、童年经历和学习的神经基础

• 批准号: 7505439
• 负责人: MARTHA J FARAH
• 金额: $ 30.5万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-30 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7505439
• 关键词: Accounting; Achievement; Address; Adolescent; American; Animal Experimentation; Behavioral; Brain; Brain region; Child; Childhood; Cognitive Science; Corpus striatum structure; Data; Development; Environment; Fostering; Habits; Hippocampus (Brain); Home environment; Human; Image; Investigation; Laboratories; Learning; Life; Life Experience; Literature; Longitudinal Studies; Measures; Medial; Memory; Methods; Mission; Nature; Occupational; Participant; Performance; Perfusion; Physiological; Process; Purpose; Research; Research Project Grants; Response to stimulus physiology; Rest; Risk; Role playing therapy; Scanning; Schools; Socioeconomic Status; Stimulus; Stress; Structure; Students; System; Task Performances; Techniques; Testing; United States National Institutes of Health; Youth; base; cognitive neuroscience; early childhood; early experience; experience; habit learning; implicit memory; insight; neuroimaging; relating to nervous system; socioeconomics; stress management; success; theories

DESCRIPTION (provided by applicant): This research seeks to understand the relations among socioeconomic status (SES), early life experience, and learning in adolescents. Previous research has shown that learning ability is positively correlated with SES, and preliminary studies suggest that the effects of childhood experience on hippocampal development may in part account for this. The present research will test hypotheses concerning the nature and causes of the SES disparity in learning ability by examining its scope and limits across different types of learning and different neural systems, and assessing its relation to early experience, including stress, stress-buffering parental nurturing and related constructs. The relation of these laboratory-based measures to student learning in school will also be investigated. The methods to be used include (a) behavioral tasks, developed within the multiple memory systems framework of cognitive psychology and cognitive neuroscience, to assess different forms of memory, (b) structural and functional neuroimaging studies of memory systems and (c) prospectively collected data on childhood experience and SES from a longitudinal study of adolescent participants. The relevance of this research to the mission of NIH lies in the crucial role played by learning in the academic, occupational and personal lives of all Americans, and the prospect of preserving and fostering the learning ability in at-risk youth though the application of insights from the cognitive neuroscience of memory, stress, and early experience.

描述（由申请人提供）：本研究旨在了解社会经济地位（SES），早期生活经验和青少年学习之间的关系。先前的研究表明，学习能力与SES正相关，初步研究表明，儿童经验对海马发展的影响可能部分归因于此。本研究将通过检查其范围和限制不同类型的学习和不同神经系统的范围和限制，并评估其与早期经验的关系，包括压力，压力缓冲的父母养育和相关结构，并评估其与早期经验的关系，从而检验有关SES差异的性质和原因的假设。这些基于实验室的措施与学校学生学习的关系也将得到研究。要使用的方法包括（a）在认知心理学和认知神经科学的多个记忆系统框架内开发的行为任务，以评估记忆的不同形式，（b）记忆系统的结构和功能性神经成像研究，以及（c）从青少年参与者的漫长研究中对儿童经验的前瞻性收集数据。这项研究与NIH的使命的相关性在于学习在所有美国人的学术，职业和个人生活中所扮演的至关重要的角色，以及通过从记忆，压力和早期经验的认知神经科学中的洞察力中应用和培养高危青年学习能力的前景。