Neurobiological Underpinnings of Math and Reading Comorbidity: A Twin Study

数学和阅读共病的神经生物学基础：双胞胎研究

基本信息

批准号：
8458777
负责人：
STEPHEN A. PETRILL
金额：
$ 62.54万
依托单位：
OHIO STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-09-30 至 2016-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8458777
关键词：
16 year old Accounting Address Affect Applied Research Area Basic Science Behavioral Behavioral Genetics Bilateral Biological Biological Neural Networks Brain Brain imaging Characteristics Child Clinic Cognitive Collaborations Colorado Comorbidity Data Development Dizygotic Twins Environment Environmental Risk Factor Etiology Family Foundations Funding Gap Junctions Genetic Genetic Predisposition to Disease Goals Grant Image Individual Individual Differences Inferior frontal gyrus Knowledge Learning Disabilities Left Light Literature Longitudinal Studies Math disability Mathematics Measures Mentors Mentorship Neurobiology Ohio Outcome Parietal Performance Pilot Projects Prefrontal Cortex Process Reading Reading Disabilities Recording of previous events Research Research Activity Research Project Grants Resources Sampling Seeds Short-Term Memory Siblings Structure Training Twin Multiple Birth Twin Studies Variant Visual Work base behavior measurement data sharing design disability high reward high risk intraparietal sulcus mathematical ability member neural patterning neurobiological mechanism neuroimaging prevent proband relating to nervous system sex skills

项目摘要

DESCRIPTION (provided by applicant): The LDR-HUB application "Neurobiological Underpinnings of Math and Reading Comorbidity: A Twin Study" proposes a framework to systematically integrate findings from the behavioral genetic, brain imaging, and reading/math disability literatures to examine some of the plausible mechanisms that affect variation and covariation in brain structure, brain function, math outcomes, and reading outcomes. The Research Project (Years 1 to 4) integrates structural and functional brain imaging within two ongoing longitudinal twin studies to address two Specifc Aims. For Specific Aim 1, we will select N = 300 pairs of 14 - 16 year old MZ and same-sex DZ twins from the Western Reserve Reading and Math Project (WRRMP: Based at Ohio State Univ. and Case Western Reserve Univ./Cleveland Clinic Foundation). For Specific Aim 2, we will select N = 100 pairs of 14 -16 year old same-sex DZ twins from the Colorado Learning Disabilities Research Center Twin Study (CLDRC: Based at the Univ. of Colorado), where one member of the CLDRC twin pair has been selected for Math Disability, Reading Disability, Math Disability + Reading Disability, or Neither Math nor Reading Disability. Across both aims, we will examine Domain-General and Domain-Specific relationships between brain structure, brain function, etiology, math outcomes, and reading outcomes with and without selection for disability. The Administrative Core (Years 1 to 4) will provide oversight of research activities, administer a mechanism for data sharing and dissemination, and supervise training and mentoring activities. The Developmental Core (Years 3 and 4) will solicit and administer seed grants extending the results of the Research Project, targeting both basic and applied research. In summary, the proposed work is a necessary starting point to address the larger questions of how math and reading disabilities develop and how they can be prevented and treated in light of substantial genetic, neurobiological, and environmental variation. PUBLIC HEALTH RELEVANCE: The proposed work fulfills components stipulated in RFA-HD-12-203 by collecting behavioral, functional and structural neuroimaging measures of cognitive processes in a genetically informative design to identify behavioral, biological, and environmental contributions to the overlap and independence of math and reading disabilities. This work also provides mechanisms for mentorship and additional research in these areas.

描述（由申请人提供）：LDR-HUB应用“数学和阅读合并症的神经生物学基础：一项双研究”提出了一个框架，以系统地整合从行为遗传，大脑成像以及阅读/数学残障文献中的发现结果，以检查一些可影响的脑结构和脑结构，脑结构和脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑结构，脑材和读数，脑，功能，功能，功能，功能，功能，功能，功能，功能，功能，功能，功能。研究项目（1至4年）将结构和功能性脑成像整合在两个正在进行的纵向双胞胎研究中，以解决两个特定目标。对于特定目标1，我们将从西部储备阅读和数学项目（WRRMP：位于俄亥俄州立大学和Case Western Reserve Univ./Cleveland Univ./cleveland Clinic Foundation）中选择n = 300对14-16岁的MZ和同性DZ双胞胎。对于特定目标2，我们将选择n = 100对的14 -16岁的同性DZ双胞胎，来自科罗拉多学习障碍研究中心双胞胎研究（CLDRC：位于科罗拉多大学的Univ。在这两个目标中，我们都将研究大脑结构，大脑功能，病因，数学结果和阅读结果和不选择残疾的读取结果之间的领域和域特异性关系。行政核心（1至4年）将提供对研究活动的监督，管理数据共享和传播的机制，并监督培训和指导活动。发育核心（第3和4年）将征求和管理种子补助，以扩展研究项目的结果，以基本和应用研究为目标。总而言之，拟议的工作是解决数学和阅读障碍如何发展以及如何根据实质性遗传，神经生物学和环境变化来预防和治疗的更大问题的必要起点。公共卫生相关性：拟议的工作符合RFA-HD-12-203中规定的组件，通过收集在遗传信息设计中的认知过程的行为，功能和结构性神经影像学指标，以识别行为，生物学和环境对数学和阅读障碍的重叠和独立性的行为，生物学和环境贡献。这项工作还为这些领域提供了指导和其他研究的机制。