The role of early educational contexts in differential genetic susceptibility to cognitive impairment and dementia

早期教育环境在认知障碍和痴呆的差异遗传易感性中的作用

• 批准号: 10673009
• 负责人: Katrina Walsemann
• 金额: $ 14.48万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10673009
• 关键词: Acceleration; Adolescence; Adult; African ancestry; Age; Aging; Alzheimer' s disease related dementia; Alzheimer' s disease risk; Area; Award; Biological; Black race; Cognition; Cognitive; Collaborations; Data; Dementia; Development; Diagnosis; District of Columbia; Early identification; Education; Educational Status; Elderly; Environment; Environmental Risk Factor; Episodic memory; Ethnic Origin; European ancestry; Foundations; Funding; Future; Genes; Genetic; Genetic Markers; Genetic Predisposition to Disease; Genetic Risk; Goals; Growth; Health; Health and Retirement Study; Impaired cognition; Impairment; Independent Scientist Award; Individual; Institution; International; Knowledge; Length; Life; Life Cycle Stages; Link; Local Government; Maryland; Measurement; Measures; Medicare claim; Memory; Mentors; Methods; Modeling; Play; Policies; Population Study; Prevalence; Pupil; Race; Research; Research Personnel; Research Priority; Risk; Risk Factors; Role; Sampling; Schools; Scientific Advances and Accomplishments; Scientist; Secure; Shapes; Short-Term Memory; Specific qualifier value; State Government; Subgroup; System; Time; Training; Translating; United States; Universities; Variant; Work; advanced analytics; ancestry analysis; brain health; career; cognitive function; cohort; college; demented; dementia risk; experience; innovation; insight; institutional capacity; model building; polygenic risk score; predictive modeling; programs; prospective; protective factors; segregation; skills; social; success; teacher

PROJECT SUMMARY Although education is often cited as the most important protective factor against Alzheimer’s Disease and related dementias (ADRD), most research in this area ignores the educational contexts in which that schooling took place. Moreover, it has yet to consider whether and how early educational contexts shape the relationship between genetics and ADRD, even though there is a strong genetic component to ADRD. Over the last several years, I have been developing a research program to advance scientific understanding of the role of education in dementia risk. This Mid-Career Independent Scientist (K02) award proposal builds upon this foundation by expanding my expertise in education and ADRD to the field of genetics. My long-term career goal is to establish myself as a national and international expert in ADRD. To achieve this goal, I have identified four objectives as part of the K02 project: 1) develop knowledge of and advanced analytic skills in using genetic markers of ADRD and polygenic risk scores for cognitive impairment and dementia; 2) cultivate new collaborations with established social scientists who have expertise in using genetic data in population studies broadly as well as specific to ADRD; 3) extend my currently funded research (R01AG067536) to examine how genetic susceptibility to cognitive impairment and dementia interacts with early educational contexts and may result in differential risk for cognitive decline and impairment; and 4) apply the data and knowledge gained from the K02 award to secure additional R01 and P30-level funding to support my research program in ADRD and build institutional capacity in aging and ADRD at the University of Maryland, College Park and the Washington D.C. area. To achieve my K02 objectives, I have established a team of collaborators who are leading ADRD researchers or social scientists with expertise in genetics and who will jointly contribute to my professional development as a gene (G) x environment (E) researcher in ADRD. Further, I have the institutional support and environment necessary to carry out the project. The K02 award will accelerate my research program and establish me as a senior investigator in aging and ADRD by providing me with protected time to develop strategic collaborations, skillsets, and knowledge in the genetic and biological underpinnings of ADRD. Findings from the K02 project will advance scientific understanding of how genetic and environmental factors interact and result in differential brain health and functioning, an NIA research priority area, and can inform policies aimed at reducing dementia prevalence in future cohorts of older adults. Importantly, my prior scholarly, funding, and mentoring success provide evidence that I can translate the protected time and training provided by the K02 into exponential professional growth and scientific impact.

项目摘要 尽管教育通常被认为是针对阿尔茨海默氏病及相关的最重要的保护因素 痴呆症（ADRD），该领域的大多数研究都忽略了教育背景 地方。此外，它尚未考虑教育环境是否以及如何塑造这种关系 尽管存在强大的ADRD遗传成分，但在遗传学和ADRD之间。在过去的几个 几年，我一直在制定一项研究计划，以提高对教育作用的科学理解 这份职业中期独立科学家（K02）奖项提案由 将我在教育方面的专业知识和ADRD扩展到遗传学领域。我的长期职业目标是建立 我自己是ADRD的国家和国际专家。为了实现这一目标，我确定了四个对象 K02项目的一部分：1）使用ADRD的遗传标记的发展和高级分析技能的发展知识 以及认知障碍和痴呆症的多基因风险评分； 2）与已建立的新合作 在人口研究中使用遗传数据专业知识的社会科学家广泛地以及特定于 adrd; 3）扩展了我当前资助的研究（R01AG067536），以检查如何遗传易感性 认知障碍和痴呆症与早期教育环境相互作用，可能会导致不同的风险 认知能力下降和障碍； 4）应用从K02奖获得的数据和知识来确保 其他R01和P30级资金，以支持我在ADRD的研究计划并建立机构能力 马里兰大学，大学公园和华盛顿特区的衰老和ADRD。实现我的 K02目标，我建立了一个领导ADRD研究人员或社会科学家的合作者团队 具有遗传学专业知识，谁将共同为我作为基因（G）X的专业发展做出贡献 环境（E）ADRD的研究人员。此外，我还拥有必要的机构支持和环境 执行该项目。 K02奖将加速我的研究计划，并确定我为高级 通过为我提供受保护的时间来开发战略合作，技能，， 以及ADRD遗传和生物基础的知识。 K02项目的发现将进步 科学了解遗传和环境因素如何相互作用并导致不同的大脑健康 和功能，NIA研究优先领域，并可以为旨在降低痴呆症患病率的政策提供信息 在未来的老年人中。重要的是，我先前的科学，资金和心理成功提供了 我可以将K02提供的受保护时间和培训转化为指数专业的证据 成长和科学影响。