Identifying the role of sensorimotor feedback as a mechanism for language learning in the first three years of life

确定感觉运动反馈作为生命前三年语言学习机制的作用

• 批准号: EP/X042405/1
• 负责人: Catherine Laing
• 金额: $ 161.95万
• 依托单位: University of York
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=EP%2FX042405%2F1
• 关键词: Identifying; role; sensorimotor; feedback; mechanism

Language abilities by age 3 predict a child's later academic achievements. This offers an important opportunity to narrow theachievement gap between children from richer and poorer homes: by finding ways to expand a child's vocabulary, those from lower-incomehomes may have better life chances. This has led to an emphasis on vocabulary development research, which shows a clearlink between a child's early language environment and their later vocabulary. However, interventions reveal that this problem is noteasy to resolve; by the second year, positive changes to the linguistic environment do not have any clear effects on a child'svocabulary. By age 1, the foundation may already have been set for a child's future language skills; to address the word gap problem afocus-shift is required towards vocal development during the first year of life. The proposed research offers a novel perspective thatemphasises this period as a crucial window for learning even before an infant has begun to speak. This is due to the role ofsensorimotor feedback: a network of simultaneous sensory events that occur when infants vocalize, including proprioception,muscular function, and auditory input. These sensorimotor events, or mappings, may offer a rich learning opportunity that has as-yetuntapped potential in understanding how infants learn to talk. This research presents a new framework for understanding languagedevelopment through a focus on sensorimotor feedback, which may be a key missing link between the language a child hears in thehome and their vocabulary by school-age. A combination of naturalistic and experimental data will present a novel view ofsensorimotor feedback in relation to 1) the early environment and 2) later vocabulary, drawing on advanced methods in phoneticsand developmental psychology to propose a new framework for understanding how infants learn and, subsequently, addressing theachievement gap.

到3岁时的语言能力预测了一个孩子后来的学术成就。这提供了一个重要的机会，可以从富裕和贫穷的房屋中缩小儿童之间的差距：通过寻找扩大儿童词汇量的方法，来自低收入人物的人可能会有更好的生活机会。这导致着重于词汇发展研究，这表明了孩子的早期语言环境与后来的词汇之间的清晰链接。但是，干预措施表明，解决这个问题是不可思议的。到第二年，对语言环境的积极变化对儿童的vocabulary没有任何明显的影响。到1岁时，基金会可能已经设定为孩子的未来语言技能。在生命的第一年，需要解决差距问题的差距问题。拟议的研究提供了一种新颖的观点，即使在婴儿开始讲话之前，也将这一时期视为学习的关键窗口。这是由于sensorimotor反馈的作用：婴儿发声时发生的同时感官事件网络，包括本体感受，肌肉功能和听觉输入。这些感觉运动事件或映射可能会提供丰富的学习机会，在了解婴儿学习如何交谈方面具有潜力。这项研究提出了一个新的框架，可以通过关注感觉运动反馈来理解语言开发，这可能是孩子在Thehome中听到的语言与他们按学龄的词汇量之间的关键缺少联系。自然主义数据和实验数据的结合将呈现出与1）早期环境和2）词汇的新型视图反馈的新看法。解决Theachievement Gap。