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 语义知识或对单词的含义的知识，与阅读理解和长期有很强的联系 发育语言障碍的儿童 （DLD），在没有任何因果因素的情况下，语言障碍经常显示出语义知识的缺陷 并收购。 对重复曝光的新单词的意思是单词或配置。 构成了配置的缺陷以及在DLD概况上是否有所不同。 项目是为了阐明DLD中的语义学习缺陷。 脑电图（EEG） - 行为方法检查认知和语言过程的方法 在有或没有DLD的学龄儿童中参与语义学习。 进行语义学习和相关的认知和语言过程的实时检查 与DLD一起的老孩子，具有完整的行为评估电池和语义学习任务 当他们的脑电图收集时。 以及儿童无法检索正确含义的错误类型（AIM 2） 数据将通过两种方式进行分析。 在学习过程中由N400索引的语义处理（AIM 1）。 检查与词汇检索（Theta）和注意/遗传相关的神经过程的参与 （alpha）在学习过程中（AIM 1）。 与语义学习学习成果相关的差异和N400学习效果的细粒度差异 组（AIM 2）。 dld的学龄儿童的赤字。 将帮助这些孩子学习如何学习。