Attention-based neural response to threat moderates the expression of BI

基于注意力的神经对威胁的反应调节 BI 的表达

基本信息

批准号：
10686227
负责人：
Caroline M. Kelsey
金额：
$ 7.18万
依托单位：
BOSTON CHILDREN'S HOSPITAL
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10686227
关键词：
3 year old 5 year old Affective Age Months American Anger Anxiety Anxiety Disorders Area Attention Behavior Behavioral Behavioral Paradigm Behavioral inhibition Boston Brain Child Behavior Checklist Childhood Cognitive Cues Data Development Diagnostic Disease Distress Early Intervention Early identification Emotional Emotions Eye Face Facial Expression Grant Happiness Individual Individual Differences Infant Infant Behavior Intervention Investigation Knowledge Life Life Cycle Stages Link Longevity Longitudinal Studies Maps Measures Mental Health Mentorship Methodology Modality Modification Neurocognitive Outcome Parietal Lobe Pattern Pediatric Hospitals Peripheral Persons Physiology Positioning Attribute Prefrontal Cortex Process Public Health Questionnaires Reporting Research Research Project Grants Resolution Risk Risk Marker Secure Severities Shapes Social Anxiety Disorder Stimulus Temporal Lobe Testing Time Toddler Training Universities Work anxiety symptoms attentional bias attentional modulation childhood anxiety cognitive neuroscience early childhood functional near infrared spectroscopy gaze improved infancy insight longitudinal dataset medical schools meetings multimodality neural novel response social tenure track trait visual tracking

项目摘要

Project Summary/Abstract Research Project: Behavioral Inhibition (BI) is a behavioral trait marked by enhanced discomfort during novel situations, such as going to a new place or meeting a new person. Though BI has been recognized as one of the strongest early indicators of social anxiety disorders later in childhood, many toddlers with BI do not go onto develop an internalizing disorder. To better understand the multiple outcomes of this risk marker the present study leverages a large (N = 326) pre-established longitudinal study to examine the underlying cognitive and neural processes of BI, specifically aberrant threat responding. To this end, I will assess the relation between BI (assessed at infancy and toddlerhood) and anxiety symptoms (assessed at 3 and 5 years of age; aim 1). Next, I will determine the link between attention- based neural response to threat and anxiety symptoms using a simultaneous functional Near- Infrared Spectroscopy (fNIRS) and eye tracking paradigm (aim 2). Finally, I will examine if and how individual differences in attention based neural responding moderates the expression of BI to predict childhood anxiety symptomology (aim 3). This investigation is of great relevance to public health because approximately one in three Americans will develop an anxiety disorder during their lifetime. Therefore, understanding core processes prior to and during the time when symptoms of anxiety disorders first emerge provides a tractable approach to disrupting anxiety trajectories across the lifespan. Training: The unparalleled training and mentorship provided by Sponsor Nelson (expert in developmental cognitive neuroscience) and Co-Sponsor Bosquet Enlow (expert in childhood anxiety disorders) at Boston Children’s Hospital/Harvard Medical school will bolster my methodological and theoretical knowledge in order to best prepare me to secure and successfully carryout a tenure track position at a research university.

项目概要/摘要研究项目：行为抑制（BI）是一种以增强的行为特征为特征的行为特征。在新情况下感到不适，例如去新地方或结识新朋友。尽管 BI 已被认为是社交焦虑最强烈的早期指标之一许多患有 BI 的幼儿在童年后期并没有发展出内化的能力为了更好地了解本研究的风险标记的多种结果。利用大量（N = 326）预先建立的研究纵向来检查潜在的 BI 的认知和神经过程，特别是异常威胁响应，我将对此进行阐述。评估 BI（在婴儿期和幼儿期评估）与焦虑症状之间的关系（在 3 岁和 5 岁时进行评估；目标 1）接下来，我将确定注意力之间的联系。基于对威胁和焦虑症状的神经反应，使用同步功能近邻最后，我将检查是否和。基于注意力的神经反应的个体差异如何调节 BI 的表达预测儿童焦虑症状（目标 3）。公共卫生，因为大约三分之一的美国人会患上焦虑症因此，在他们的一生之前和期间了解核心流程。焦虑症的症状首先出现，为消除焦虑提供了一种易于处理的方法整个生命周期的轨迹。培训：赞助商尼尔森（Nelson 专家）提供无与伦比的培训和指导发育认知神经科学）和共同发起人 Bosquet Enlow（儿童期专家）波士顿儿童医院/哈佛医学院的焦虑症）将支持我方法论和理论知识，以便为我确保和在研究型大学成功获得终身教职。