Neural and environmental mechanisms of language development during the first three years of life

生命头三年语言发展的神经和环境机制

• 批准号: 10703250
• 负责人: Kathryn A Leech
• 金额: $ 9.55万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-10 至 2024-09-09
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10703250
• 关键词: 3 year old; Address; Adopted; Affect; Age; Award; Behavioral; Brain; Brain region; Child; Child Language; Child Support; Code; Data; Data Analyses; Development; Early Intervention; Education; Environment; Environmental Risk Factor; Equation; Family; Foundations; Funding; Future; Genetic Transcription; Goals; Infrastructure; Intervention; Investigation; Knowledge; Language; Language Development; Life; Linguistics; Literature; Manuals; Measures; Mediating; Mediator; Mental Health; Methodology; Methods; Modeling; Mothers; Occupational Status; Oral; Outcome; Parent-Child Relations; Parents; Pathway interactions; Personal Satisfaction; Policies; Population Heterogeneity; Prevention program; Race; Reader; Reading; Reading Disabilities; Research; Risk; Sampling; Scheme; School-Age Population; Schools; Socioeconomic Status; Speech; Structure; Technology; Testing; Thick; Time; Videotape; Work; behavior prediction; early experience; elementary school; experience; family support; high risk; improved; indexing; intervention program; kindergarten; language outcome; literacy; longitudinal analysis; longitudinal dataset; low socioeconomic status; mortality; neural; neurodevelopment; neuroimaging; neuromechanism; novel strategies; peer; physical conditioning; power analysis; prevent; preventive intervention; public health relevance; racial diversity; reading ability; reading difficulties; skills; socioeconomics; statistics; success

PROJECT SUMMARY / ABSTRACT The objective of this proposal is to understand the neural and environmental mechanisms of socioeconomic (SES) differences in 36-month-old children’s language development. In older school-aged children, the quantity and quality of parental language input statistically mediates effects of SES on brain development, which in turn impacts children’s language outcomes. Although these findings are well-characterized in older children, they have yet to be examined in children under age three, the time when brain maturation is most rapid. The primary objective of this proposal is to examine the relation between SES, parental language input, and brain and behavioral indices of child language during the first three years of life. Efforts to examine environmental and neural mechanisms of language in young children have been hindered by small samples and methodological challenges. For instance, it is not clear whether approaches to automatically estimate parental language input produce reliable estimates in non-White and socioeconomically diverse populations. This proposed study will overcome previous challenges by employing secondary data analysis on an existing longitudinal dataset of socioeconomically and racially diverse mothers and children (N=253). Our first aim is methodological and will examine reliability between automatically generated and manually coded measures of parental language input. Aims 2-3 involve additional transcription and manual coding of parents’ language input to test the longitudinal association between SES, language input, structural and functional brain measures, and language outcomes. We hypothesize that SES effects on child language at 36 months will be mediated by parental language input and the structure/connectivity of brain regions at 30 months. The proposed work is important because SES-based differences in child language ability have long-term implications for decreased educational attainment, lower occupational status, poorer physical and mental health, and increased risk for all-causes of mortality. By identifying the proximal experiences that mediate effects of SES on child language outcomes at age three, we may identify actionable targets for preventative and early intervention efforts to improve child and family wellbeing.

项目摘要 /摘要 该提议的目的是了解社会经济的神经和环境机制 （SES）36个月大的儿童语言发展的差异。在老年时代的孩子中，数量 父母语言输入的质量统计介导了SES对大脑发育的影响，这反过来又介导 影响儿童的语言结果。尽管这些发现在年龄较大的孩子中已经很好地表征了 在三岁以下的儿童中尚待检查，这是大脑成熟最快的时候。这 该建议的主要目的是检查SES，父母语言输入和大脑之间的关系 和儿童语言的行为指数在生命的头三年。考试环境的努力 小样本和 方法论上的挑战。例如，尚不清楚是否可以自动估计父母 语言输入在非白人和社会经济多样化的人群中产生可靠的估计。这 拟议的研究将通过对现有的二级数据分析来克服以前的挑战 社会经济和大致多样化的母亲和儿童的纵向数据集（n = 253）。我们的第一个目标是 方法论，并将检查自动生成和手动编码措施之间的可靠性 父母语言输入。目标2-3涉及父母语言的其他转录和手册编码 输入以测试SES，语言输入，结构和功能性大脑之间的纵向关联 措施和语言结果。我们假设SES在36个月时对儿童语言的影响将是 由父母语言输入和30个月时大脑区域的结构/连通性介导。这 拟议的工作很重要，因为基于SES的儿童语言能力差异具有长期 对改善教育程度，较低的占领状况，身体和精神较差的影响 健康，并增加死亡率的风险。通过确定介导的近端经验 SES对三岁时儿童语言结果的影响，我们可能会确定可行的预防目标 以及改善儿童和家庭健康的早期干预措施。