NSF/SBE-BSF: Trajectories of acquisition, consolidation and retention in incidental auditory category learning

NSF/SBE-BSF：附带听觉类别学习中的习得、巩固和保留轨迹

• 批准号: 1655126
• 负责人: Lori Holt
• 金额: $ 97.48万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-15 至 2023-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1655126&HistoricalAwards=false
• 关键词: NSF; SBE; BSF; Trajectories; acquisition

An estimated 43% of Americans read at or below a basic level of skill necessary to perform simple and everyday activities. This leads to widespread social-economic problems including lower participation in the labor force, heightened reliance on public assistance, poorer outcomes among offspring, and lower civic involvement. It is estimated that this costs the US more than $255 billion annually in lost tax revenue due to unemployment, lowered productivity, and crime. There is a critical need to understand the fundamental cognitive building blocks involved in learning to read, in order to improve the well-being of individuals in society and to improve economic competitiveness. The present project will lay the necessary scientific groundwork to advance understanding of how this learning develops across childhood and into young adulthood. The research team has discovered a connection between poor reading in developmental dyslexia and phonetic acquisition, a foundational aspect of learning to read. Building from this, the project will advance understanding of the developmental course of this learning in relation to mathematical, cognitive and language skills. The research will advance theoretical models of spoken and written language and will support evidence-based approaches to improving the level at which Americans read. The project's broader impact is enhanced by its implications for developmental dyslexia, a common developmental disorder that affects approximately 7% of the population. The research team will also be active in communicating their scientific discoveries to the public to promote STEM literacy in the community. An additional outcome will be training a diverse group of graduate and undergraduate scientists.We do not yet adequately understand the cognitive and perceptual mechanisms that support learning to read, or how they may falter in poor readers. We do know that low literacy is not an isolated limitation in learning written language. Rather, it is associated with diverse learning challenges extending broadly to other aspects of language and even to visual and motor learning. In this context, the core hypothesis of the present project is that domain-general procedural learning supports development of robust phoneme categories, with associated benefits for literacy acquisition. The research team's prior work established that poorer reading skill among adults is associated with poor incidental learning of nonlinguistic auditory categories. The objective of the present project is to characterize procedural auditory category learning and its relationship to reading skill across development. The project involves a bi-national US-Israeli research team with cross-cutting expertise to examine procedural auditory category learning (1) from early childhood to young adulthood to capture earlier and later stages of literacy acquisition and maturation of memory systems; (2) in relation to developing language, cognitive and mathematical abilities, and individual differences; (3) in English and Hebrew, for which literacy demands are distinct; (4) in the context of procedural learning impairments of children and adults with developmental dyslexia; and (5) across periods of offline learning to characterize consolidation and retention of learning. In sum, the project attempts a comprehensive examination of procedural auditory category learning. It will advance understanding of the basic building blocks of literacy with the potential to transform research and theory in the field and to advance evidence-based approaches to addressing low literacy in the US.This project is being supported by a partnership between the National Science Foundation and the U.S.-Israel Binational Science Foundation.

据估计，43% 的美国人的阅读水平达到或低于进行简单日常活动所需的基本技能水平。这导致了广泛的社会经济问题，包括劳动力参与率较低、对公共援助的依赖程度增加、后代的结果较差以及公民参与度较低。据估计，由于失业、生产力下降和犯罪，美国每年损失的税收收入超过 2550 亿美元。为了改善社会中个人的福祉并提高经济竞争力，迫切需要了解学习阅读所涉及的基本认知构件。本项目将为加深对这种学习如何在童年和成年早期发展的理解奠定必要的科学基础。研究小组发现了发展性阅读障碍患者的阅读能力差与语音习得之间的联系，而语音习得是学习阅读的一个基本方面。以此为基础，该项目将增进对数学、认知和语言技能相关学习发展过程的理解。该研究将推进口语和书面语言的理论模型，并将支持基于证据的方法来提高美国人的阅读水平。该项目对发育性阅读障碍的影响增强了其更广泛的影响，这是一种影响大约 7% 人口的常见发育障碍。研究团队还将积极向公众传播他们的科学发现，以提高社区的 STEM 素养。另一个成果将是培训多元化的研究生和本科生科学家。我们还没有充分了解支持学习阅读的认知和知觉机制，或者它们如何在阅读能力差的情况下动摇。我们确实知道，识字率低并不是学习书面语言的孤立限制。相反，它与广泛延伸到语言其他方面，甚至视觉和运动学习的各种学习挑战相关。在这种情况下，本项目的核心假设是，领域通用程序学习支持强大的音素类别的发展，并为识字习得带来相关的好处。研究小组之前的工作表明，成年人较差的阅读能力与非语言听觉类别的偶然学习较差有关。本项目的目标是描述程序性听觉类别学习及其与发展过程中阅读技能的关系。该项目涉及一个拥有跨领域专业知识的美国和以色列两国研究团队，研究程序性听觉类别学习（1）从幼儿期到成年早期的过程，以捕捉识字习得和记忆系统成熟的早期和晚期阶段； (2) 与发展语言、认知和数学能力以及个体差异有关； (3) 英语和希伯来语，读写能力要求不同； (4) 患有发展性阅读障碍的儿童和成人存在程序性学习障碍； (5) 跨时期的线下学习，以表征学习的巩固和保留。总之，该项目试图对程序性听觉类别学习进行全面检查。它将促进对读写能力基本组成部分的理解，有可能改变该领域的研究和理论，并推进基于证据的方法来解决美国读写能力低下的问题。该项目得到了美国国家科学基金会之间的合作伙伴关系的支持和美国-以色列两国科学基金会。

项目成果

Incidental auditory category learning and visuomotor sequence learning do not compete for cognitive resources

附带听觉类别学习和视觉运动序列学习不竞争认知资源

• DOI: 10.3758/s13414-022-02616-x
• 发表时间: 2022-01
• 期刊: & Psychophysics
• 作者: Gabay, Yafit;Madlansacay, Michelle;Holt, Lori L.
• 通讯作者: Holt, Lori L.

Adaptive Plasticity Under Adverse Listening Conditions is Disrupted in Developmental Dyslexia

发育性阅读障碍中不利听力条件下的适应性可塑性受到破坏

• DOI: 10.1017/s1355617720000661
• 发表时间: 2021-01
• 期刊: Journal of the International Neuropsychological Society
• 影响因子: 2.6
• 作者: Gabay, Yafit;Holt, Lori L.
• 通讯作者: Holt, Lori L.

Consolidation and retention of auditory categories acquired incidentally in performing a visuomotor task

巩固和保留在执行视觉运动任务时偶然获得的听觉类别

• 发表时间: 2018-01
• 期刊: Proceedings of the 40th Annual Conference of the Cognitive Science Society
• 作者: Gabay, Y.;Karni, A.;Holt, L.L.
• 通讯作者: Holt, L.L.

Impaired and Spared Auditory Category Learning in Developmental Dyslexia

发展性阅读障碍中听觉类别学习的受损和幸存

• DOI: 10.1177/09567976231151581
• 发表时间: 2023-01
• 期刊: Psychological Science
• 影响因子: 8.2
• 作者: Gabay, Yafit;Roark, Casey L.;Holt, Lori L.
• 通讯作者: Holt, Lori L.

Failure to consolidate statistical learning in developmental dyslexia

未能巩固发展性阅读障碍的统计学习

• DOI: 10.3758/s13423-022-02169-y
• 发表时间: 2022-01
• 期刊: Psychonomic Bulletin & Review
• 影响因子: 3.5
• 作者: Ballan, Ranin;Durrant, Simon J.;Manoach, Dara S.;Gabay, Yafit
• 通讯作者: Gabay, Yafit