Word recognition in dual language learners: The mechanisms underlying listening and reading in two languages

双语言学习者的单词识别：两种语言听力和阅读的机制

• 批准号: 10404052
• 负责人: Kristi Hendrickson
• 金额: $ 7.6万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-12 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10404052
• 关键词: 13 year old; Academic achievement; Acoustics; Address; Adult; Affect; Area; Child; Cognition; Comb animal structure; Communities; Complex; Development; Educational Status; Employee; English Learner; Eye Movements; Felis catus; Goals; Goat; Hearing; Immersion; Individual; Individual Differences; Language; Language Disorders; Learning; Letters; Measures; Mediation; Modality; Modeling; National Institute of Child Health and Human Development; Nature; Oryctolagus cuniculus; Outcome; Population; Process; Reader; Reading; Research; Research Priority; Rest; Role; School-Age Population; Schools; Source; Speech; Speech Sound; Students; System; Theoretical model; Time; United States; Variant; Visual; Word Processing; Work; base; bilingualism; clinically significant; health disparity; junior high school; language processing; lexical; literacy; millisecond; novel; reading ability; skills; theories; visual tracking

Project Summary/Abstract Children who speak and read in two languages are the norm around the world and in many US communities. However, there is a gap in understanding how language and literacy develops in bilingual and biliterate children. A fundamental component of language and literacy development is word recognition. Central to both spoken and written word recognition is competition: given a word (e.g., cap), multiple lexical candidates are activated (e.g., cap, cab, cat) and compete for recognition. The nature of lexical competition within and across languages in children is largely unaddressed. This is a crucial limitation as prominent theories of bilingual language and cognition rest on how these skills develop. This is of clinical significance because for monolingual children, the ability to manage competition is highly predictive of language and literacy outcomes and represents significant challenges for children with language disorders (McMurray et al., 2010). Because there are health disparities that perpetuate disproportionate educational achievement for many Spanish- English learners in the US, it is crucial that our theoretical models extend beyond single-language learners, to students who hear and read words in more than one language. The proposed research addresses this limitation in two aims. In Aim 1, we characterize competition for spoken and written words within and across languages in Spanish-English dual language learners during a developmental period characterized by variability in word-level reading skills (middle school). We developed a novel variant of an eye-tracking paradigm to measure both spoken and written word recognition. Individuals hear or see a word and click the corresponding picture from a display of four: the target (e.g., cap), an acoustically and visually similar competitor (e.g., cab) and unrelated items (e.g., net and mud). Eye-movements are time-locked to the dynamics of lexical competition. Given that there are more differences in speech sounds than in letters across languages (e.g., the speech sound /b/ differs in English and Spanish, yet the letter “b” is identical), we predict that for spoken words, competition will be greater within than across languages, whereas for written words, competition will be similar within and across languages. In Aim 2, we take an individual differences approach and examine how language and reading proficiency influence these competition dynamics. This aim will determine the sources of variability that promote proficient bilingual and biliterate children to achieve efficient word recognition. The current research has a broad-based appeal for theories of language processing because it will help characterize a core set of computational principles involved in spoken and written word recognition. Further, this project informs theories of bilingual language and literacy development – a high priority research area for NICHD – and represents a crucial step toward our long-term goal to create a developmental model of word recognition as it occurs across modalities (spoken and written) and language context.

项目摘要/摘要 说和阅读两种语言的孩子是世界各地和许多美国社区的常态。 但是，理解双语和双语中的语言和素养发展是有差距的 孩子们。语言和扫盲发展的基本组成部分是单词识别。两者的中心 口语和书面的单词识别是竞争：给出一个单词（例如，上限），多个词汇候选人是 激活（例如，帽子，驾驶室，猫）并争夺认可。内部和跨越词汇竞争的本质 儿童的语言在很大程度上没有解决。这是双语的重要理论的关键限制 语言和认知基于这些技能的发展。这具有临床意义，因为 单语儿童，管理竞争的能力高度预测了语言和识字结果 对于语言障碍儿童来说是重大挑战（McMurray等，2010）。因为 对于许多西班牙人来说，有健康差异使许多西班牙的教育成就永存 在美国的英语学习者，至关重要的是，我们的理论模型超出了单语言学习者， 听听和阅读单词多种语言的学生。拟议的研究解决了这个问题 限制两个目标。在AIM 1中，我们表征了在范围内和跨越的口语和书面词的竞争 在发育时期的西班牙语英语双语言学习者的语言以 单词级阅读技能的可变性（中学）。我们开发了一种新颖的眼睛追踪变体 范式测量口语和书面识别。个人听到或看到一个单词，然后单击 从四个显示的显示：目标（例如帽子）的相应图片，声学和视觉上相似的图片 竞争对手（例如，驾驶室）和无关的项目（例如，网和泥浆）。眼动时期被锁定到 词汇竞争的动力。鉴于语音上的差异比在字母中差异更多 语言（例如，语音 / b /英语和西班牙语的差异，但字母“ b”是相同的），我们预测 对于口语而言，竞争将比在各种语言的内部更大，而对于书面文字， 竞争在语言内部和跨语言都相似。在AIM 2中，我们采用个体差异方法 并研究语言和阅读能力如何影响这些竞争动态。这个目标 确定可变性的来源，这些可变性促进双语和双毛儿童以实现高效 单词识别。当前的研究对语言处理理论具有广泛的外观，因为 它将有助于表征与口语和书面单词识别有关的一组核心计算原理。 此外，这种项目信息理论的双语语言和扫盲发展 - 高优先研究 NICHD领域 - 代表着我们长期目标的关键步骤，以创建一个发展模型 单词识别是在跨模态（口语和书面）和语言上下文中发生的。