The neurodevelopmental mechanisms linking environmental experience and executive function

连接环境体验和执行功能的神经发育机制

• 批准号: 10656594
• 负责人: Maya Rosen
• 金额: $ 24.81万
• 依托单位: SMITH COLLEGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-18 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10656594
• 关键词: Academic achievement; Achievement; Adult; Attention; Award; Books; Caregivers; Categories; Child; Child Support; Childhood; Cognitive; Complex; Conflict (Psychology); Development; Exhibits; Exposure to; Face; Faculty; Family; Feedback; Gold; Home environment; Household; Income; Individual Differences; Intervention; Language; Language Development; Learning; Life Experience; Link; Longevity; Longitudinal Studies; Magnetic Resonance Imaging; Mediating; Mediation; Methods; Modeling; Neurocognitive; Outcome; Parents; Pathway interactions; Performance; Phase; Play; Prefrontal Cortex; Process; Readiness; Research; Research Personnel; Role; Schools; Shapes; Socioeconomic Status; Specificity; Stimulus; Stream; Structure; Supervision; Techniques; Testing; Thick; Time; Toy; Training; Visual; Work; aged; career; cognitive development; cognitive function; cognitive neuroscience; conflict resolution; disadvantaged background; early childhood; early experience; effective intervention; environmental enrichment for laboratory animals; executive function; experience; functional near infrared spectroscopy; improved; innovation; innovative technologies; insight; low socioeconomic status; member; multimodal neuroimaging; neurodevelopment; neuromechanism; novel; peer; relating to nervous system; school environment; skill acquisition; success; therapy development

PROJECT SUMMARY Socioeconomic status (SES) is associated with executive function (EF) and prefrontal cortex (PFC) development. However, understanding of the specific aspects of SES that influence development of EF and the PFC remains limited. EF in early childhood is associated with initial school readiness, academic success, and a wide range of outcomes in adulthood. Determining how early environmental experiences shape EF development is critical to identify strategies to support the development of these skills to promote healthy outcomes across the life span. Accelerated progress in this effort can be made only when intervention development is informed by a principled and biologically plausible understanding of the developmental mechanisms by which environmental experience shapes the development of the PFC and associated EF. This proposal argues that cognitive stimulation that occurs in the context of caregiver interactions supports development of connectivity between the ventral visual stream (VVS) and the PFC, which lays the groundwork for the complex computations necessary for EF. The proposal will test both environmental (cognitive stimulation) and neurodevelopmental (VVS-PFC connectivity) mechanisms explaining SES-related differences in EF and academic achievement. Study 1 (K99 phase) uses innovative observational methods to assess the home environment of school-attending children aged 6-7 years, cognitive and academic assessments, and functional and structural MRI to examine whether cognitive stimulation is an environmental mechanism explaining SES-related differences in EF (Aim 1). Study 1 will also evaluate whether early cognitive stimulation mediates SES-related differences in structure, function, and connectivity between the VVS and PFC (Aim 2). Study 2 (R00 phase) is a longitudinal study of children 4-5 years (Time 1) followed as they make the important transition to school (Time 2). This study will evaluate whether structure and function of the VVS early in development precedes and predicts structure and function of the PFC (Aim 3) using multimodal neuroimaging techniques (functional near infrared spectroscopy, functional and structural MRI). Finally, Study 2 will test whether cognitive stimulation explains SES-related differences in VVS and PFC structure and function and individual differences in EF, and evaluate whether these pathways ultimately explain disparities in academic achievement (Aim 4). The results of these studies will provide insight into the environmental and neural mechanisms explaining SES-related differences in EF and academic achievement. These studies have the potential to inform interventions to help close the income-achievement gap. This award will provide the candidate, who has a strong background in cognitive neuroscience in adults, with training in developmental methods and developmental cognitive neuroscience to facilitate her transition to an independent research career.

项目概要 社会经济地位 (SES) 与执行功能 (EF) 和前额皮质 (PFC) 相关 发展。然而，了解影响 EF 和 SES 发展的具体方面 PFC 仍然有限。幼儿期的 EF 与初始入学准备、学业成功、 以及成年期的广泛结果。确定早期环境经历如何塑造 EF 发展对于确定支持这些技能发展以促进健康的战略至关重要 整个生命周期的结果。只有在干预的情况下才能加速这一努力的进展 发展是基于对发展的原则性和生物学上合理的理解 环境经验影响 PFC 和相关 EF 发展的机制。这 该提案认为，在护理人员互动的背景下发生的认知刺激支持 腹侧视觉流（VVS）和前额皮质之间连接的发展，奠定了基础 用于 EF 所需的复杂计算。该提案将测试环境（认知） 刺激）和神经发育（VVS-PFC 连接）机制解释了 SES 相关差异 EF 和学术成就。研究 1（K99 阶段）使用创新的观察方法来评估 6-7岁在校儿童的家庭环境、认知和学业评估，以及 功能和结构 MRI 检查认知刺激是否是一种环境机制 解释 EF 中与 SES 相关的差异（目标 1）。研究 1 还将评估早期认知刺激是否 调节 VVS 和 PFC 之间结构、功能和连接性方面与 SES 相关的差异（目标 2）。 研究 2（R00 阶段）是一项针对 4-5 岁儿童（时间 1）的纵向研究，因为他们做出了重要的贡献 过渡到学校（时间 2）。本研究将评估 VVS 早期的结构和功能是否 使用多模式神经影像学先于发育并预测 PFC 的结构和功能（目标 3） 技术（功能近红外光谱、功能和结构 MRI）。最后，研究 2 将测试 认知刺激是否可以解释 VVS 和 PFC 结构和功能中与 SES 相关的差异 EF 的个体差异，并评估这些途径是否最终解释了学业上的差异 成就（目标 4）。这些研究的结果将提供对环境和神经的深入了解 解释与 SES 相关的 EF 和学业成绩差异的机制。这些研究有 为帮助缩小收入成就差距的干预措施提供信息的潜力。该奖项将提供 候选人，在成人认知神经科学方面拥有深厚的背景，并接受过发展方面的培训 方法和发展认知神经科学，以促进她过渡到独立研究 职业。