The Development of Word Meaning

词义的发展

• 批准号: 7067659
• 负责人: Karla McGregor
• 金额: $ 24.28万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-06-01 至 2008-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7067659
• 关键词: behavioral /social science research tag; clinical research; education evaluation /planning; human subject; preschool child (1-5); psychological models; remedial /special education; semantics

DESCRIPTION (provided by applicant): Word learning is a gradual process determined by the competencies of the word learner and cues provided by the word learning environment. Our long-term goal is to elucidate individual differences in both extant word knowledge and word learning among school-aged children. The proposed design takes advantage of naturally-occurring variation between populations. Our method involves comparisons within a group of children bringing intact social and linguistic processing to bear on word learning; between younger and older children with differing levels of maturity in social and linguistic processing; and between normal children and those with poor linguistic processing (children with specific language impairment) or poor social reasoning (children with autism). These comparisons allow tests of two main hypotheses: 1) the gradual or "slow-mapping" phase of word learning depends upon abilities to process a coalition of linguistic and social cues and 2) at any given point in time, the robustness of semantic knowledge established in the lexicon will affect the success of word usage. The specific aims are to determine: 1) how extant word knowledge varies with development, clinical status, and word class; 2) how receptive and expressive word usage vary with development, clinical status, and word class; 3) how the process and outcomes of slow mapping vary with development, clinical status, and word class; and 4) whether there is a causal relation between robustness of lexical semantic knowledge and speed or accuracy of word usage. This project will lead to discoveries about word learning during a rarely studied stage, slow mapping. It will also reveal sources of lexical deficits associated with SLI and autism, impairments affecting 7% and .3% of the U.S. population, respectively.

描述（由申请人提供）：单词学习是一个逐渐的过程，由学习环境一词提供的学习者和提示的能力确定。我们的长期目标是阐明学龄儿童中现有的单词知识和单词学习的个体差异。拟议的设计利用了人群之间的自然差异。我们的方法涉及比较一组儿童，这些孩子将完整的社会和语言处理带来了文字学习；在社会和语言处理中成熟度不同的年轻儿童和年龄较大的儿童之间；在正常的儿童与语言处理差的人（具有特定语言障碍的儿童）或社会推理（自闭症儿童）之间。这些比较允许测试两个主要假设：1）单词学习的逐渐或“缓慢映射”阶段取决于能力处理语言和社会提示的联盟，以及2）在任何给定的时间点，在词典中建立的语义知识的稳健性将影响单词使用的成功。具体目的是确定： 1）现存的单词知识如何随发展，临床状态和单词类别而变化； 2）随着发展，临床状态和单词类别的接受和表达性用法如何变化； 3）缓慢映射的过程和结果如何随发展，临床状态和单词类别而变化； 4）是否存在词汇语义知识的鲁棒性与单词用法的速度或准确性之间存在因果关系。 该项目将导致在很少研究的阶段，速度较慢的阶段中发现有关单词学习的发现。它还将揭示与SLI和自闭症相关的词汇缺陷来源，分别影响美国人群的7％和.3％的障碍。