Language Input as a Mechanism Underlying Socioeconomic Disparities in Neurocognitive Development

语言输入作为神经认知发展社会经济差异的机制

• 批准号: 10706839
• 负责人: Rachel Rene Romeo
• 金额: $ 11.55万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-03-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10706839
• 关键词: 3-Dimensional; Achievement; Address; Age; Attitude; Auditory; Award; Belief; Brain; Child; Childhood; Code; Cognitive; Communities; Development; Dimensions; Disparity; Environment; Family; Funding; Grant; Health; Income; Intervention; Language; Language Development; Latinx; Linguistics; Magnetic Resonance Imaging; Measures; Methods; Modeling; Neurocognitive; Nursery Schools; Parent-Child Relations; Parents; Postdoctoral Fellow; Readiness; Research; Sampling; Schools; Semantics; Socioeconomic Status; System; Testing; Training; Variant; Work; Writing; career; cognitive development; cognitive task; contextual factors; executive function; experience; functional near infrared spectroscopy; innovation; multimodality; neural network; neurodevelopment; parent grant; scaffold; skills; social; social cognition; socioeconomic disparity; syntax

Summary of Funded Parent Award and Proposed Supplement Childhood socioeconomic status (SES) is associated with disparities in cognitive, linguistic, and academic development.1,2 Understanding the precise environmental and neurodevelopmental mechanisms that underlie these disparities is critical for developing maximally impactful interventions to reduce and ultimately ameliorate achievement gaps. The parent award proposes and tests an innovative developmental model in which specific features of children’s early language input engage the cascading development of frontotemporal neural networks that ultimately scaffold multiple aspects of social-cognitive development. Beyond just language abilities, these also include executive functioning (EF) and social cognition (SC)— critical school readiness skills that are known to contribute to SES achievement gaps in school.3,4 The parent award investigates three dimensions of language input quality: linguistic (e.g., semantics and syntax), social-interactive (e.g., contingent turn-taking), and conceptual (e.g., decontextualized language) features.5 Investigating these three dimensions in parallel is necessary to understand which aspects of input scaffold various domains of neurocognitive development and in what way. Notably, this research leverages multi-modal assessments of children’s environments (real-world auditory language exposure and lab-based video-coding of parent-child interaction) and brain development (MRI measures of structural brain development and fNIRS measures of brain function during domain-specific cognitive tasks) longitudinally across the preschool years (ages 3;0-4;11 years) to address three specific aims: ● Aim 1: Characterize how three dimensions of early language experience (linguistic, social/interactive, and conceptual) influence structural and functional brain development underlying receptive and expressive language development. ● Aim 2: Evaluate whether specific features of language input serve as a mechanism of SES disparities in nonlinguistic cognitive domains (EF and SC) that are critical for school readiness, either directly or indirectly, through developing language skills. ● Aim 3: Examine whether input-driven, longitudinal development of frontotemporal language-related brain networks also scaffold the development of neural systems underlying the emergence of executive functioning and social cognition. Impact: Results from the parent grant have the potential to identify maximally impactful, malleable intervention targets to help ameliorate income-related achievement gaps in school readiness skills.

资助父母奖和拟议补充的摘要 儿童社会经济地位（SES）与认知，语言和学术的差异有关 开发。1,2了解构成基础的精确环境和神经发育机制 这些分布对于制定最大影响力的干预措施至关重要，以减少并最终改善 成就差距。家长奖提案和测试创新的发展模型，其中特定于此 儿童早期语言输入的特征会引起额颞神经的级联发展 最终脚手架的社会认知发展多个方面的网络。超越语言 能力，这些功能还包括执行功能（EF）和社会认知（SC） - 关键学校准备就绪 已知有助于学校成就差距的技能。3,4家长奖调查了三个 语言输入质量的维度：语言（例如，语义和语法），社会相互作用（例如，有意义 转弯）和概念（例如，脱皮语言）功能。5研究这三个维度 并行需要并行以了解输入支架的哪些方面神经认知的各个领域 发展以及以什么方式。值得注意的是，这项研究利用了儿童的多模式评估 环境（现实世界的听觉语言曝光和基于实验室的亲子互动的视频编码） 和大脑发育（MRI测量结构性大脑发育和FNIRS的测量 在特定于领域的认知任务中）在学龄前年度（年龄3; 0-4; 11年）纵向 解决三个具体目标： ●目标1：表征早期语言体验的三个维度（语言，社交/互动和 概念）影响结构和功能性脑发育的基础和表现力 语言发展。 ●AIM 2：评估语言输入的特定特征是否充当SES分布的机制 非语言认知领域（EF和SC）对于直接或间接的学校准备至关重要， 通过发展语言技能。 ●AIM 3：检查输入驱动的，额颞与语言相关的大脑的纵向发展是否 网络还脚阻塞了执行功能的出现的基础神经系统的发展 和社会认知。 影响：父母赠款的结果有可能确定最大影响力，可延展的干预措施 有助于改善学校准备技能中与收入相关的成就差距的目标。