Environmental & Biological Variation and Language Growth

环境的

• 批准号: 6465684
• 负责人: SUSAN J GOLDIN-MEADOW
• 金额: $ 119.98万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-04-01 至 2007-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6465684
• 关键词: behavioral /social science research tag; brain disorders; clinical research; environment; human subject; language development

DESCRIPTION: (provided by applicant) Acquiring the ability to communicate using natural language and symbolic gestures is a uniquely human capacity that underlies the exchange of information among people. There is as yet no consensus concerning how susceptible this process is to environmental and biological variation. The proposed Program Project focuses on this issue, exploring the extent and the limits of the language-learning process. To examine language growth in the face of environmental variation (Project I), a group of children selected to reflect the demographic distribution within the Chicago area will be observed longitudinally, both at home and at daycare, with an eye toward determining the relation between variations in the speech of caregivers and variations in children's language skills. Assessments will be made of child production and comprehension, and adult input, at 4-month intervals from 14 to 58 mos. Using these data, growth curves will be constructed for each child to track language development across time, and to examine the child's linguistic progress in relation to changes in input. To explore language growth in the face of biological variation (Project III), a group of children with unilateral brain injury will be observed from 14 to 58 mos. with an eye toward describing their language growth, and determining whether environmental variation plays the same role in predicting their growth as it does in children who have not suffered brain injury. Along with traditional measures, two additional probes will be used. (1) The child's communicative competence, and the child's communicative input, will be assessed using gesture as well as speech (Project II). Gesture will be examined in both the brain injured and intact groups to determine whether children who are delayed in speech relative to their peers use gesture to compensate for those delays, and to determine whether the gestures caregivers produce along with their own speech predict individual differences in child language growth. (2) The brain bases underlying communicative competence will be assessed using fMRI techniques (Project IV). The linguistic and gestural skills of individuals who have suffered brain injury at different points in their development will be assessed; fMRI probes will then be used to determine which cortical areas are involved in linguistic and gestural functioning following brain injury occurring at different ages. Three cores provide broad support to the projects: the Administrative Core A, the Data Collection and Transcription Core B, and the Statistical Core C.

描述：（由申请人提供）获得交流的能力 使用自然语言和象征性手势是一种独特的人类能力 基础人物之间的信息交换。尚无 关于这一过程对环境和 生物变异。拟议的计划项目着重于此问题， 探索语言学习过程的程度和局限性。到 面对环境变化（项目I），检查语言增长，一个 一组儿童被选为反映人口分布 芝加哥地区将在家中和在国内和日托中进行纵向观察 着眼于确定语音变化之间的关系 护理人员和儿童语言技能的变化。评估将 由儿童产生和理解和成人投入制成4个月 14至58个月间隔。使用这些数据，生长曲线将是 为每个孩子构建，以跨时间跟踪语言发展，并 检查孩子与输入变化有关的语言进步。到 面对生物学变异（项目III），探索语言增长，一个 单侧脑损伤的儿童将观察到14至58 mos。着眼于描述他们的语言成长并确定 环境变化在预测其增长方面是否起着相同的作用 就像没有脑部受伤的儿童一样。 除传统措施外，还将使用另外两个探针。 （1） 孩子的交流能力以及孩子的交流意见将是 使用手势和语音评估（项目II）。手势将是 在大脑受伤和完整组中检查 相对于同龄人延迟语音的孩子使用手势 补偿这些延误，并确定手势是否护理人员 产生自己的演讲预测儿童的个体差异 语言增长。 （2）大脑基础的基础交流能力将 使用fMRI技术（项目IV）进行评估。语言和手势 在不同点遭受脑损伤的个人的技能 他们的发展将被评估；然后，FMRI探针将用于确定 哪些皮质区域参与语言和手势功能 脑损伤发生在不同年龄。三个核心提供广泛 对项目的支持：行政核心A，数据收集和 转录核B和统计核心C。