Semantic learning deficits in school age children with developmental language disorder - Jacob Momsen

患有发展性语言障碍的学龄儿童的语义学习缺陷 - Jacob Momsen

• 批准号: 10436124
• 负责人: Alyson Davis Abel
• 金额: $ 7.43万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10436124
• 关键词: 12 year old; Attention; Behavior assessment; Behavioral; Brain; Child; Cognitive; Data; Electroencephalogram; Event-Related Potentials; Exposure to; Frequencies; Goals; Grain; Individual Differences; Intervention; Knowledge; Knowledge acquisition; Language Development Disorders; Learning; Linguistics; Methods; Nature; Outcome; Process; School-Age Population; Schools; Semantics; Time; indexing; language impairment; learning outcome; lexical retrieval; peer; reading comprehension; relating to nervous system; semantic processing

Project Summary Semantic knowledge, or knowledge of a word’s meaning, has strong ties to reading comprehension and long- term academic outcomes, particularly in the school years. Children with developmental language disorder (DLD), language impairment in the absence of any causal factors, often show deficits in semantic knowledge and acquisition. It is generally accepted that these deficits are driven by difficulty with the process of adding meaning to a new word with repeated exposures to the word, or configuration. What is unknown is what underlies deficits in configuration and whether these deficits vary across the DLD profile. The goal of this project is to elucidate the semantic learning deficits in DLD. Toward this goal, this project uses a combined electroencephalogram (EEG) - behavioral methods approach to examine the cognitive and linguistic processes engaged during semantic learning in school-age children with and without DLD. The inclusion of EEG will allow for a real-time examination of semantic learning and associated cognitive and linguistic processes. 10-12 year old children with and without DLD will complete a behavioral assessment battery and semantic learning task while their EEG is collected. Behavioral data will be analyzed for semantic learning group differences (Aim 1) and the types of errors that children make when they are unable to retrieve a correct meaning (Aim 2). EEG data will be analyzed in two ways. The event-related potential (ERP) analysis will examine changes in semantic processing, indexed by the N400, during learning (Aim 1). Time frequency analysis of the EEG will examine the engagement of neural processes associated with lexical retrieval (theta) and attention/inhibition (alpha) during learning (Aim 1). Behavioral and EEG methods will be combined to examine individual differences related to semantic learning outcomes and fine-grained differences in N400 learning effects across groups (Aim 2). Taken together, findings will inform our understanding of the nature of the semantic learning deficits in school-aged children with DLD. This understanding is prerequisite for targeted intervention that would help these children learn how to learn.

项目摘要 语义知识或对单词含义的知识，与阅读理解和长期有很强的联系 学术成果，特别是在学年中。发育语言障碍的孩子 （DLD），在没有任何因果因素的情况下语言障碍，通常在语义知识中显示定义 和收购。人们普遍认为，这些缺陷是由于添加过程的困难而驱动的 意思是一个重复接触单词或配置的新单词。未知是什么 基础在配置中定义，这些定义是否在DLD概要文件中定义不同。目标的目标 项目是为了阐明DLD中的语义学习防御。为了实现这一目标，该项目使用了一个组合 脑电图（EEG） - 检查认知和语言过程的行为方法方法 在有或没有DLD的学龄儿童中，在语义学习中参与。包含脑电图将允许 为了实时检查语义学习以及相关的认知和语言过程。 10 - 12年 有和没有DLD的老年孩子将完成行为评估电池和语义学习任务 当他们的脑电图收集时。将分析语义学习组差异的行为数据（AIM 1） 以及孩子无法检索正确含义时犯的错误类型（AIM 2）。脑电 数据将通过两种方式进行分析。事件相关电位（ERP）分析将检查 在学习过程中由N400索引的语义处理（AIM 1）。脑电图的时间频率分析将 检查与词汇检索（Theta）和注意/抑制相关的神经过程的参与 （alpha）在学习过程中（目标1）。行为和脑电图方法将合并以检查个体 与语义学习成果和N400学习效果的细粒差异有关的差异 组（目标2）。综上所述，发现将为我们对语义学习本质的理解提供信息 DLD的学龄儿童的缺陷。这种理解是针对性干预的先决条件 将帮助这些孩子学习如何学习。