The Dynamics of Word Learning in Children with Developmental Language Impairment

语言发展障碍儿童的单词学习动态

• 批准号: 10194443
• 负责人: Karla McGregor
• 金额: $ 47.58万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-23 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10194443
• 关键词: Address; Adolescence; Affect; Age; Child; Client; Cognitive; Communication; Data; Development; Developmental Process; Disadvantaged; Eye; Future; Goals; Growth; Hearing; Intervention; Knowledge; Language Development; Learning; Light; Link; Literature; Longitudinal Studies; Mission; Names; Outcome; Partner in relationship; Population; Process; Public Health; Research; Rice; Schools; Specific qualifier value; Standardization; Testing; Text; Therapeutic Intervention; Time; To specify; United States; United States National Institutes of Health; Vocabulary; Work; base; classical conditioning; cognitive development; cognitive process; design; disability; educational atmosphere; effective intervention; innovation; knowledge base; language impairment; longitudinal design; peer; prevent; preventive intervention; rate of change; satisfaction; social; social disadvantage; specific language impairment; success; word learning

Primary developmental language impairment (LI) affects over 3 million children in the U.S., many of whom are disadvantaged socially and academically by small and shallow vocabularies. Currently, little is known about how the word learning processes of people with LI changes over development. This critical gap in the knowledge base prevents the design of vocabulary interventions that are developmentally appropriate. The design of such interventions is the long-term goal. The current objective is to discover how the word learning of children with LI changes over developmental time. The central hypothesis is that the challenge of word learning at different ages varies with the word-learning situation, the component of the word to be learned, and the development of underlying cognitive mechanisms. The project designed to test this hypothesis compares children with LI to age-mates with normal language development as they learn and retain new words over the course of one week during each of four years beginning at age six. This approach is innovative because it departs from the status quo by examining learning longitudinally. The project involves two specific aims: 1) to establish a developmental trajectory of word learning associated with LI that determines a) how learning and development vary with the learning situation and b) how learning and development vary with the component of the word to be learned; and 2) to specify the cognitive mechanisms underlying this developmental trajectory. The expected contribution is a more nuanced and comprehensive understanding of the word learning challenges associated with LI and how these challenges change during a crucial period, the first years of formal schooling. This contribution is significant because it is expected to advance and expand understanding of the dynamic interaction between word learning and cognitive development. Vocabulary interventions are not currently tailored to focus on the most critical aspects of the problem at the given developmental level of the client with LI because of ignorance about what is critical and when. By addressing this issue, this project will offer new possibilities for tailoring preventive and therapeutic interventions in light of the child's developmental needs.

初级发展语言障碍（LI）在美国影响超过300万儿童 由小而浅的词汇在社会和学术上处于弱势群体。目前，很少 了解LI的人的一词学习过程如何变化而变化。这 知识库中的关键差距可防止词汇干预的设计 在发展上适当。这种干预措施的设计是长期目标。电流 目的是发现在发育时期，患有LI的儿童的一词如何变化。这 中心假设是，不同年龄的单词学习的挑战随着文字学习而有所不同 情况，要学习的单词的组成部分以及基础认知的发展 机制。旨在检验该假设的项目将LI的儿童与年龄伴侣进行了比较 正常的语言发展在一周的时间内学习并保留新单词 四年从六岁开始。这种方法具有创新性，因为它偏离了状态 通过纵向研究学习。该项目涉及两个具体目标：1）建立一个 与Li相关的单词学习的发展轨迹，该轨迹决定a）学习方式和 发展与学习情况不同，b）学习和发展如何随着 要学习的单词的组成部分； 2）指定这一点的认知机制 发展轨迹。预期的贡献更加细微，更全面 了解与Li相关的学习挑战以及这些挑战如何改变 在关键时期，即正规教育的头几年。这种贡献很重要，因为它是 期望促进和扩大对单词学习和 认知发展。词汇干预目前尚未量身定制，以关注最关键的 由于无知，在客户的给定发展层面上，问题的各个方面 关于什么是关键以及何时。通过解决此问题，该项目将为 根据孩子的发育需求来调整预防和治疗性干预措施。

项目成果

The Relationship Between Speech Perception, Speech Production, and Vocabulary Abilities in Children: Insights From By-Group and Continuous Analyses.

儿童言语感知、言语产生和词汇能力之间的关系：来自分组和连续分析的见解。

• DOI: 10.1044/2022_jslhr-22-00441
• 发表时间: 2023
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Hearnshaw,Stephanie;Baker,Elise;Pomper,Ron;McGregor,KarlaK;Edwards,Jan;Munro,Natalie
• 通讯作者: Munro,Natalie

Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.

直接指导可改善患有发展性语言障碍的儿童的单词学习。

• DOI: 10.1044/2022_jslhr-22-00300
• 发表时间: 2022
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Pomper,Ron;McGregor,KarlaK;Arbisi-Kelm,Timothy;Eden,Nichole;Ohlmann,Nancy
• 通讯作者: Ohlmann,Nancy

Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research.

• DOI: 10.1111/jcpp.13592
• 发表时间: 2022-08
• 期刊: JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
• 影响因子: 7.6
• 作者: Kulkarni, Amit A.;Chadd, Katie E.;Lambert, Sarah B.;Earl, Gill;Longhurst, Lauren M.;McKean, Cristina;Hulme, Charles;McGregor, Karla K.;Cunniff, Anna;Pagnamenta, Emma;Joffe, Victoria;Ebbels, Susan E.;Bangera, Sai;Wallinger, Josephine;Norbury, Courtenay F.
• 通讯作者: Norbury, Courtenay F.

What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning.

• DOI: 10.1111/cogs.13094
• 发表时间: 2022-03
• 期刊: COGNITIVE SCIENCE
• 影响因子: 2.5
• 作者: McGregor, Karla K.;Smolak, Erin;Jones, Michelle;Oleson, Jacob;Eden, Nichole;Arbisi-Kelm, Timothy;Pomper, Ronald
• 通讯作者: Pomper, Ronald

I remembered the chorm! Word learning abilities of children with and without phonological impairment.

我记住了合唱！

• DOI: 10.1111/1460-6984.12967
• 发表时间: 2023
• 期刊: International journal of language & communication disorders
• 影响因子: 2.4
• 作者: Hearnshaw,Stephanie;Baker,Elise;Pomper,Ron;McGregor,KarlaK;Edwards,Jan;Munro,Natalie
• 通讯作者: Munro,Natalie