Cognitive Representation in Specific Language Impairment

特定语言障碍中的认知表征

• 批准号: 6535509
• 负责人: Julia L Evans
• 金额: $ 32.8万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6535509
• 关键词: behavioral /social science research tag; child psychology; clinical research; cognition; human subject; imagery; language disorders; middle childhood (6-11); neural information processing; perception; performance; problem solving; psychological tests

DESCRIPTION (provided by applicant): The purpose of this project is to investigate the nature of knowledge representations in children with Specific Language Impairments (SLI). Processing based accounts of SLI have focused primarily on the extent to which limitations in processing capacity account for the language impairments seen in these children. In particular, these accounts have focused primarily on the extent to which slower rates of processing or less efficient access to information leads to capacity limitations in SLI. Within these accounts, little emphasis has been placed on the nature of the information being manipulated. Recently, however, it has been suggested that mental representations in children with SLI may differ from those of typically developing children. Specifically, it has been suggested that children with SLI may be working with mental representations that are more concrete and grounded in nature and thus more cumbersome and inefficient to manipulate and store as compared to more abstract representations used by their normal language peers. The purpose of this project is to investigate the extent to which children with SLI are relying on representations that are more grounded as compared to NL controls. A total of 148 children will participate in this 5-year project, including 74 children with SLI, 7-9 years of age, 34 normal language controls matched on mental age (MA), nonverbal l.Q., gender, and SES, and 40 younger NL controls matched on gender, SES, and quantitative knowledge (QK). A total of 6 cognitive problem solving studies are proposed. Studies 1-4 will examine the impact of grounded versus abstract problem representations on the speed and accuracy of problem solutions for children with SLI (N = 34) and MA controls (N = 34). Studies 5 and 6 will examine the nature and rate of change of knowledge representations for a group of children with SLI (N = 40) and a group of younger QM controls (N = 40). Study 5 will examine children's spontaneous problem solutions for mathematical problems and Study 6 will use a microgenetic design to examine the nature and rate of shifts in representations of mathematical knowledge for children with SLI (N = 40) and QM controls (N = 40). The outcomes of this project will serve to advance our understanding of the nature of processing deficits in children with SLI, and provide valuable insights into the development of effective models of intervention.

描述（由申请人提供）：该项目的目的是调查患有特定语言障碍（SLI）的儿童的知识表征的性质。基于处理的 SLI 解释主要关注处理能力的限制在多大程度上导致了这些儿童的语言障碍。特别是，这些帐户主要关注处理速度较慢或信息访问效率较低导致 SLI 容量限制的程度。在这些叙述中，很少强调被操纵信息的性质。然而，最近有人提出，患有 SLI 的儿童的心理表征可能与正常发育的儿童不同。具体来说，有人认为，患有 SLI 的儿童可能会使用更具体、更扎根于自然的心理表征，因此与正常语言同龄人使用的更抽象的表征相比，操作和存储起来更加麻烦和低效。该项目的目的是调查患有 SLI 的儿童在多大程度上依赖于与 NL 对照相比更脚踏实地的陈述。共有 148 名儿童将参与这个为期 5 年的项目，其中包括 74 名患有 SLI 的 7-9 岁儿童、34 名与心理年龄 (MA)、非语言 l.Q.、性别和 SES 相匹配的正常语言对照儿童，以及 40 名年龄较小的儿童NL 控制与性别、SES 和定量知识 (QK) 相匹配。总共提出了 6 项认知问题解决研究。研究 1-4 将检查扎根与抽象问题表征对 SLI (N = 34) 和 MA 对照 (N = 34) 儿童解决问题的速度和准确性的影响。研究 5 和 6 将检查一组 SLI 儿童 (N = 40) 和一组年轻 QM 对照组 (N = 40) 的知识表征的性质和变化率。研究 5 将检查儿童对数学问题的自发解决方案，研究 6 将使用微观遗传设计来检查 SLI（N = 40）和 QM 对照（N = 40）儿童数学知识表征的性质和变化率。该项目的成果将有助于增进我们对 SLI 儿童处理缺陷本质的理解，并为有效干预模型的开发提供宝贵的见解。