Semantic learning deficits in school age children with developmental language disorder

患有发展性语言障碍的学龄儿童的语义学习缺陷

基本信息

批准号：
10461824
负责人：
Alyson Davis Abel
金额：
$ 15.05万
依托单位：
SAN DIEGO STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10461824
关键词：
12 year old Address Adult Affect Age Area Attention Behavior assessment Behavioral Brain Child Child Language Clinical Research Cognitive Data Development Electroencephalogram Electroencephalography Event-Related Potentials Exposure to Foundations Frequencies Goals Grain Growth Individual Differences Intervention Knowledge Knowledge acquisition Language Language Development Disorders Learning Linguistics Measures Methods Modeling Nature Outcome Pattern Population Process Research School-Age Population Schools Semantics Short-Term Memory Testing Time Triplet Multiple Birth Unconscious State Vocabulary base behavior measurement behavioral outcome improved indexing language impairment learning outcome lexical lexical retrieval peer reading comprehension relating to nervous system semantic processing specific language impairment success syntax word learning

项目摘要

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.

项目概要语义知识或单词含义的知识与阅读理解和长期阅读密切相关。学期学业成绩，尤其是患有发展性语言障碍的儿童。 (DLD)，在没有任何因果因素的情况下的语言障碍，通常表现出语义知识的缺陷人们普遍认为，这些赤字是由添加过程的困难造成的。反复接触一个新单词或结构，未知的就是它的含义。配置缺陷的根源以及这些缺陷是否在 DLD 概况中有所不同。该项目旨在阐明 DLD 中的语义学习缺陷，为了实现这一目标，该项目使用了组合方法。脑电图 (EEG) - 检查认知和语言过程的行为方法脑电图的纳入将允许有和没有 DLD 的学龄儿童参与语义学习。用于实时检查 10-12 年的语义学习以及相关的认知和语言过程。患有和不患有 DLD 的年长儿童将完成行为评估组和语义学习任务同时收集他们的脑电图行为数据以分析语义学习组差异（目标 1）。以及儿童在无法检索正确含义时所犯的错误类型（目标 2）。数据将以两种方式进行分析事件相关电位 (ERP) 分析将检查以下方面的变化。学习期间由 N400 索引的语义处理（目标 1）将进行脑电图的时频分析。检查与词汇检索 (theta) 和注意/抑制相关的神经过程的参与 (alpha) 学习期间（目标 1）将结合行为和脑电图方法来检查个人。与语义学习结果相关的差异以及 N400 学习效果的细粒度差异总而言之，研究结果将有助于我们理解语义学习的本质。这种理解是有针对性的干预的先决条件。将帮助这些孩子学会如何学习。