Prediction Processes in Children with Developmental Language Disorder

患有发育性语言障碍的儿童的预测过程

• 批准号: 10320733
• 负责人: Erin Smolak
• 金额: $ 3.38万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-12-24 至 2022-06-23
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10320733
• 关键词: 6 year old; Affect; Attention; Automobile Driving; Behavioral; Burn injury; Child; Child Development; Comprehension; Development; Early Intervention; Early identification; Exhibits; Foundations; Funding; Goals; Hearing; Individual; Individual Differences; Institution; Intervention; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Linguistics; Mentors; Methods; Neurodevelopmental Disorder; Outcome; Pattern; Performance; Population; Process; Public Health; Recovery; Research; Research Personnel; Research Project Grants; Resources; Role; Sampling; Semantics; Services; Short-Term Memory; Signal Transduction; Statistical Data Interpretation; System; Testing; Time; Training; Update; Visual; Vocabulary; Work; cognitive ability; expectation; experience; flexibility; knowledge base; language comprehension; language impairment; language processing; novel; peer; processing speed; programs; statistics; success; syntax; visual tracking; word learning

PROJECT SUMMARY/ABSTRACT Children with developmental language disorder (DLD) exhibit significant, persistent impairments of language ability relative to children with typical language development (TLD), including deficits in sentence comprehension and word learning. In typical samples, prediction (the ability to use linguistic and nonverbal information to incrementally anticipate upcoming input) facilitates language comprehension, whereas prediction error (the deviation between the predicted and actual input) supports word learning. However, little research exists on prediction processes in individuals with DLD. The long-term goal of the research project is to examine, in typical and atypical populations, the developmental trajectory of prediction as it relates to language acquisition. To this end, the current objective is to compare prediction, prediction errors, and the role of prediction during word learning in 4- to 6-year-old children with TLD and children with DLD using eye tracking in a visual world paradigm. The central hypothesis is that both groups will predict efficiently, but that children with DLD will be less efficient in recovering from prediction errors, which will negatively impact comprehension and word learning. Aim 1 is to identify differences in the time course of prediction and revision in children with TLD and DLD. It is expected that both groups will efficiently predict target words but that children with DLD will revise from error more slowly than TLD children, suggesting reduced processing efficiency. Aim 2 is to ascertain the role of prediction mechanisms in word learning between groups. It is expected that prediction will benefit word learning in both groups whereas prediction error will benefit word learning in children with TLD but not children with DLD. Working memory, speed of processing, interference control, and vocabulary size will be assessed as factors driving group differences in prediction and word learning with the expectation that individual differences in these cognitive abilities will be associated with performance in both groups. The expected outcome of the proposed research is the delineation of weaknesses in prediction processes in DLD that may contribute to problems of language comprehension in the moment and problems in building a language system over time. Results will also reveal relations between prediction and other domain-general factors important to language development. These outcomes will lay the foundation for future research on identification methods and interventions tailored to specific patterns of deficits. If funded, the project will assist the applicant in achieving her goal to have an established program of research on developmental trajectories of language knowledge, language processing, and domain-general cognitive abilities in typical and disordered language. The specific training goals of this project are to 1) extend experience in and knowledge of language disorders, 2) gain experience with eye tracking as a novel behavioral method, 3) develop knowledge of advanced statistical analysis, and 4) develop independence as a researcher. The research and mentoring experience of the sponsor along with the extensive resources of the sponsoring institution will contribute to the success of the project and completion of these goals.

项目摘要/摘要 发育语言障碍（DLD）的儿童表现出严重的，持续的语言障碍 相对于具有典型语言发展（TLD）的儿童的能力，包括句子理解中的缺陷 和单词学习。在典型的样本中，预测（使用语言和非语言信息的能力 逐步预期即将到来的输入）有助于语言理解，而预测错误（ 预测输入和实际输入之间的偏差支持单词学习。但是，很少有研究 DLD个人的预测过程。研究项目的长期目标是检查典型 和非典型人群，与语言获取有关的预测的发展轨迹。对此 最后，当前的目标是比较预测，预测错误以及在单词中的预测作用 在4至6岁的TLD儿童和DLD儿童中学习视觉世界范式中的眼睛跟踪。 中心假设是两组都将有效地预测，但是DLD的儿童效率较低 从预测错误中恢复时，这将对理解和单词学习产生负面影响。目标1是 确定TLD和DLD儿童的预测和修订时间过程中的差异。预计 两组将有效地预测目标单词 TLD儿童，建议降低加工效率。目标2是确定预测机制的作用 在小组之间的单词学习中。预计预测将使两组中的单词学习受益，而 预测错误将使TLD儿童的单词学习受益，但没有DLD的儿童。工作记忆，速度 处理，干扰控制和词汇量的大小将被评估为驱动群体差异的因素 预测和单词学习期望这些认知能力的个体差异将是 与两组的性能相关。拟议研究的预期结果是描述 DLD中预测过程中的弱点可能导致语言理解问题 随着时间的推移，构建语言系统的时刻和问题。结果还将揭示 预测和其他对语言发展重要的领域因素。这些结果将使 未来研究针对特定缺陷模式量身定制的识别方法和干预措施的基础。 如果资助，该项目将协助申请人实现她的目标，以实现既定的研究计划 关于语言知识，语言处理和领域总认知的发展轨迹 典型和无序语言的能力。该项目的具体培训目标是1）扩展经验 在语言障碍和知识中，2）以一种新颖的行为方法获得眼睛跟踪的经验，3） 发展先进的统计分析知识，以及4）发展独立性。研究 以及赞助商的指导经验以及赞助机构的大量资源 为项目的成功和完成这些目标的完成做出贡献。