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: 10561707
• 负责人: Rachel Rene Romeo
• 金额: $ 24.06万
• 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: 2022-02-03 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10561707
• 关键词: Academic achievement; Achievement; Affect; Affective; Age; Area; Award; Brain; Child; Child Language; Childhood; Cognitive; Complex; Data; Data Collection; Development; Disparity; Environmental Risk Factor; Exhibits; Exposure to; Home; Income; Inferior; Intervention; Investigation; Knowledge; Language; Language Development; Left; Linguistics; Link; Longitudinal Studies; Mediating; Methodology; Mind; Modeling; Neurocognitive; Neuronal Plasticity; Nursery Schools; Outcome; Phase; Play; Positioning Attribute; Readiness; Research; Role; Sampling; Schools; Shapes; Short-Term Memory; Social Development; Socioeconomic Status; Structure; Support System; Surface; System; Techniques; Testing; Thick; Time; Training; Work; career; cognitive development; cognitive neuroscience; cognitive skill; cohort; critical period; disadvantaged background; early adolescence; early experience; elementary school; executive function; flexibility; improved; innovation; kindergarten; low socioeconomic status; multimodal neuroimaging; multimodality; neural; neural network; neurodevelopment; neuromechanism; novel; peer; prevent; research faculty; scaffold; skills; social; social cognition; social factors; socioeconomic disparity; success; support network; syntax; theories; white matter

PROJECT SUMMARY/ABSTRACT Children’s socioeconomic status (SES) is strongly associated with disparities in cognitive, linguistic, and academic development. 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. This proposal will test an innovative developmental model in which specific features of children’s early language input engage the development of cascading frontotemporal neural networks that ultimately scaffold multiple aspects of social-cognitive development, including children’s language abilities as well as executive functioning and social cognition—critical school readiness skills that are known to contribute to SES achievement gaps in school. Two multimodal longitudinal studies will evaluate evidence for this hypothesis at multiple time scales, while also providing the candidate with crucial training to promote transition to research independence. Study 1 (K99 phase) will conduct novel analyses on existing data from a densely sampled longitudinal study of over 300 SES-diverse children across 10 years from preschool through late childhood/early adolescence. Aim 1 will investigate the role of specific features of early language input (linguistic vs. interactive) on SES differences in developmental trajectories of executive functioning and social cognition as they emerge across the preschool years (ages 3-5 years). Aim 2 will extend this investigation into long-term neurocognitive outcomes by evaluating whether early language input acts as a long-range mechanism influencing brain structure and functioning later in childhood that supports continued cognitive and social development, which may ultimately underlie SES disparities in academic achievement. Study 2 (R00 phase) will deepen the specific investigation of the dynamic development of these neurocognitive mechanisms in preschool through longitudinal study of a new cohort of children at ages 3 and 4 years. Aim 3 will specifically examine the influence of features of early language input on plasticity of interactive frontotemporal neural systems supporting linguistic, executive, and social cognition through preschool and the transition to Kindergarten. Results from both studies will help identify the precise components of early linguistic stimulation that drive development across multiple neurocognitive domains during a critical period of brain development, and determine the mechanisms by which exposures to specific social and environmental factors affect long-term neurodevelopment, neuroplasticity, and cognitive outcomes. Further, this work has direct translational implications to inform interventions that may help close and ultimately prevent income-achievement gaps and provide optimal neurodevelopmental outcomes for children from all backgrounds. This award will also provide the candidate, who has a strong background in the cognitive neuroscience of language development, with critical training in other domains of cognitive development and advanced analysis techniques to promote a successful transition to an independent research career.

项目摘要/摘要 儿童的社会经济地位（SES）与认知，语言和语言和 学术发展。了解确切的环境和神经发育机制 这些分布的基础对于制定最大影响的干预措施至关重要，以减少并最终 改善成就差距。该建议将测试一种创新的发展模型 儿童早期语言输入的特征参与级联额颞神经网络的发展 最终，社会认知发展的多个方面，包括儿童的语言能力 以及执行功能和社会认知 - 众所周知的批判性学校准备技能 在学校的成就差距。两项多模式纵向研究将评估证据 在多个时间尺度上的假设，同时还为候选人提供关键训练以促进过渡 研究独立性。研究1（K99阶段）将对来自密度的现有数据进行新的分析 从学龄前到迟到的10年来，对300多名SES多样儿童进行了纵向研究 童年/青春期。 AIM 1将研究早期语言输入的特定特征的作用（语言 与互动）关于执行功能和社会认知发展轨迹的SES差异 它们遍及学龄前年（3-5岁）。 AIM 2将把这项投资扩展到长期 通过评估早期语言输入是否充当远程机制，从而产生神经认知结果 影响大脑结构并在童年晚些时候发挥作用，以支持持续的认知和社会 发展，这可能最终是学术成就的SES差异。研究2（R00阶段）将 加深对这些神经认知机制动态发展的具体研究 通过对3岁和4岁的新儿童队列的纵向研究。 AIM 3将专门检查 早期语言输入对交互式额额神经系统可塑性的特征的影响 语言，执行和社会认知通过学龄前以及向幼儿园的过渡。两者的结果 研究将有助于确定早期语言刺激的确切组成部分，这些刺激推动了跨越的发展 在大脑发育的关键时期，多个神经认知领域，并确定机制 对特定社会和环境因素的暴露会影响长期神经发育， 神经塑性和认知结果。此外，这项工作具有直接的翻译意义来告知 可能有助于缩小并最终防止收入差距并提供最佳的干预措施 来自各个背景的儿童的神经发育结果。该奖项还将为候选人提供 他在语言发展的认知神经科学方面具有强大的背景 认知发展和高级分析技术的其他领域，以促进成功过渡 从事独立的研究职业。