NEUROBEHAVIORAL STUDIES OF LANGUAGE IMPAIRMENT

语言障碍的神经行为研究

• 批准号: 6618950
• 负责人: BEVERLY WULFECK
• 金额: $ 13.47万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN DIEGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-01 至 2003-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6618950
• 关键词: Downs syndrome; Williams syndrome; adolescence (12-20); attention; behavioral /social science research tag; brain mapping; child psychology; evoked potentials; functional ability; functional magnetic resonance imaging; human subject; language development; language disorders; longitudinal human study; memory; middle childhood (6-11); neural information processing; neuropsychological tests; neuropsychology; paralinguistic behavior; patient oriented research; psycholinguistics; psychometrics; space perception; syntax; verbal learning

A growing body of research is challenging the notion of specific language impairment. Our investigations of language-impaired children (LI) reveal limitations in language, but neurologic abnormalities and deficits in other cognitive domains have also been noted. Further insights require study of non-verbal cognition as well as language, and the neural substrates that subserve them. Because LI can extend into adulthood, we will include adolescents with LI in our studiers. The major aims of this project are: 1. Study basic language processing abilities across a wider age range (7- 16) and examine higher order language to determine how early LI impacts on later language use and literacy. 2. Test for associations and dissociations and differentiate knowledge from processing deficits. 3. Study attention, spatial localization, laterality, visual memory and mental rotation abilities and examine for selective sparing and/or impairment across non-verbal cognitive domains. 4. Test for patterns of association and dissociation between language and cognition. 5. Conduct fMRI and ERP studies of language using paradigms tightly yoked to behavioral measures to examine language-brain mappings in LI children. 6. Conduct fMRI and ERP studies of spatial cognition and attention using paradigms tightly yoked to behavioral measures to examine for patterns of sparing and impairment in non-verbal cognition. 7. Conduct longitudinal studies of LI to examine developmental trajectories for evidence of differential catching up or continued impairment across language and cognitive domains. 8. Compare LI results to results from children with different etiologies including early focal brain injury (FL), Williams or Down Syndrome, and FL Variants (i.e. bilateral or late onset brain lesions) to further characterize the contrasting behavioral profiles noted in the last funding period and determine whether these are associated with alternative forms of brain organization.

越来越多的研究正在挑战特定语言的概念 损害。我们对语言障碍儿童 (LI) 的调查表明 语言方面的限制，但其他方面的神经系统异常和缺陷 认知领域也已被注意到。进一步的见解需要研究 非语言认知以及语言，以及神经基础 支持他们。因为 LI 可以延续到成年期，所以我们将包括 我们的研究人员中患有 LI 的青少年。该项目的主要目标是： 1. 学习更广泛年龄范围（7- 16) 并检查高阶语言以确定 LI 多早 对以后的语言使用和识字能力产生影响。 2. 测试关联和解离并区分知识 来自加工缺陷。 3. 研究注意力、空间定位、偏侧性、视觉记忆和 心理旋转能力并检查选择性保留和/或 非语言认知领域的障碍。 4. 测试语言和语言之间的关联和分离模式 认识。 5. 紧密使用范式进行语言的 fMRI 和 ERP 研究 通过行为测量来检查 LI 中的语言-大脑映射 孩子们。 6. 使用 fMRI 和 ERP 进行空间认知和注意力研究 范式与行为测量紧密结合以检查模式 非语言认知的保留和损害。 7. 对 LI 进行纵向研究，以检查发育情况 差异追赶或持续的证据的轨迹 跨语言和认知领域的障碍。 8. 将 LI 结果与不同病因儿童的结果进行比较 包括早期局灶性脑损伤 (FL)、威廉姆斯或唐氏综合症，以及 FL 变体（即双侧或迟发性脑损伤）以进一步 描述上次融资中注意到的对比行为特征 期间并确定这些是否与替代形式相关 的大脑组织。