# Language Input as a Mechanism Underlying Socioeconomic Disparities in Neurocognitive Development

> **NIH NIH K99** · HARVARD UNIVERSITY · 2021 · $128,007

## Abstract

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 ...

## Key facts

- **NIH application ID:** 10104838
- **Project number:** 1K99HD103873-01
- **Recipient organization:** HARVARD UNIVERSITY
- **Principal Investigator:** Rachel R. Romeo
- **Activity code:** K99 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2021
- **Award amount:** $128,007
- **Award type:** 1
- **Project period:** 2021-03-01 → 2022-01-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10104838

## Citation

> US National Institutes of Health, RePORTER application 10104838, Language Input as a Mechanism Underlying Socioeconomic Disparities in Neurocognitive Development (1K99HD103873-01). Retrieved via AI Analytics 2026-05-24 from https://api.ai-analytics.org/grant/nih/10104838. Licensed CC0.

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