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）：该项目的目的是研究具有特定语言障碍儿童（SLI）的儿童知识表征的性质。基于处理的SLI帐户主要集中在处理能力的局限性在多大程度上解释了这些儿童中的语言障碍。特别是，这些帐户主要集中在处理速度较慢的速度或效率较低的信息的程度上导致SLI的容量限制。在这些说法中，很少强调被操纵的信息的性质。但是，最近有人提出，SLI儿童的心理表征可能与典型的儿童不同。具体而言，已经提出，与正常语言同伴使用的更抽象的表述相比，SLI儿童可能正在使用更具体和扎根的心理表征，因此操纵和存储更加繁琐，效率低下。该项目的目的是研究SLI儿童依赖于与NL对照相比更扎根的表示的程度。共有148名儿童将参加这个5年的项目，包括74名SLI，7-9岁的儿童，34岁的精神年龄（MA），非语言L.Q.，性别和SES的常规语言控制，以及40个在性别，SES，SES和定量知识（QK）上匹配的年轻NL对照。总共提出了6个认知问题解决研究。研究1-4将研究接地与抽象问题表示对SLI（n = 34）和MA对照儿童问题解决方案速度和准确性的影响（n = 34）。研究5和6将检查一组SLI（n = 40）和一组年轻的QM对照（n = 40）的儿童知识表示变化的性质和变化率。研究5将检查儿童的数学问题自发问题解决方案，研究6将使用微遗传学设计来检查SLI（n = 40）和QM对照（n = 40）的儿童数学知识表示的性质和转移率。该项目的结果将促进我们对SLI儿童处理缺陷的性质的理解，并为有效的干预模型提供宝贵的见解。