Early Development with Williams or Down Syndrome

威廉姆斯或唐氏综合症的早期发育

基本信息

批准号：
7274691
负责人：
CAROLYN B. MERVIS
金额：
$ 31.36万
依托单位：
UNIVERSITY OF LOUISVILLE
依托单位国家：
美国
项目类别：
财政年份：
2004
资助国家：
美国
起止时间：
2004-09-15 至 2009-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7274691
关键词：
2 year old Affect Affective Age Appendix Behavior Behavioral Birth Caregivers Child Child Behavior Child Development Cognition Cognitive Cross-Sectional Studies Data Analyses Daughter Development Developmental Delay Disorders Developmental Disabilities Distress Down Syndrome Emotional Emotions Exhibits Gender Goals Grant Growth Individual Infant Intervention Joints Language Language Development Life Literature Longitudinal Studies Maintenance Measures Mediating Mediation Medical Methods Modeling Mothers Motor Nature Nursery Schools Outcome Parents Pattern Play Population Problem behavior Process Range Rate Regulation Relative (related person)Research Risk Risk Factors Role Sampling School-Age Population Score Social Impacts Social Interaction Son Survival Rate System Technology Theoretical model Time Toddler Toy Very Low Birth Weight Infant Williams Syndrome age related base boys caregiving cohort design heuristics improved infancy lexical lexical processing male protective effect response skills social

项目摘要

DESCRIPTION (provided by applicant): The overall objective of the proposed research is to delineate, and make sense of, the process of lexical development and its relations to communicative development, grammatical development, and both general and specific aspects of nonlinguistic cognitive development. The research will focus on the language and cognitive development of three groups: children with Williams syndrome, children with Down syndrome, and typically developing children. Out research during the current grant period indicates that the language skills of children with Williams syndrome are more advanced than their nonverbal cognitive skills; children with Down syndrome show the opposite pattern. Children who are typically developing tend to have equivalent levels of language and cognitive skills. Because of these differences in the general nature of the relations between language and nonlinguistic cognition, inclusion of all three groups in the same studies provides a unique opportunity to identify factors that are universal and necessary to lexical, communicative, or grammatical development versus those that are specific to particular rates or paths to language acquisitions. The proposed research consists of a 5-year longitudinal study beginning in late infancy and both longitudinal and cross-sectional studies involving preschool-and school-age children. Both observational and experimental methods will be used. There are four specific aims. The first is to delineate the nature of early lexical growth curves. The second is to further examine the role of lexical operating principles (heuristics) and foundational social cognitive abilities in the acquisition and extension of new words. The third is to begin to delineate the development of communicative abilities by toddlers and young children who have Williams syndrome. The fourth is to determine longitudinally the developmental trajectories of language and cognitive abilities for children with Williams syndrome. The research will have implications both for theoretical models of the relations between language and cognition and for the design of cognitive and language intervention strategies for children with developmental disabilities.

描述（由申请人提供）：拟议研究的总体目标是描述并理解词汇发展的过程及其与交流发展，语法发展以及非语言认知发展的一般和特定方面的关系。该研究将重点关注三个群体的语言和认知发展：威廉姆斯综合症的儿童，唐氏综合症儿童以及通常发育的儿童。在当前赠款期间的研究表明，威廉姆斯综合症儿童的语言技能比他们的非语言认知技能更先进。唐氏综合症的儿童表现出相反的模式。通常正在发展的儿童倾向于具有同等水平的语言和认知能力。由于语言与非语言认知之间关系的一般性质上的这些差异，因此在同一研究中包含所有三个群体提供了一个独特的机会，可以识别词汇，交流或语法发展的普遍和必要的因素特定于特定的费率或语言获取途径。拟议的研究包括一项从婴儿期晚期开始的5年纵向研究，以及涉及学龄前儿童和学龄儿童的纵向和横断面研究。将使用观察方法和实验方法。有四个具体目标。首先是描述早期词汇生长曲线的性质。第二个是进一步研究词汇操作原理（启发式方法）和基础社会认知能力在新单词的获取和扩展中的作用。第三个是开始描述患有威廉姆斯综合症的幼儿和幼儿的交流能力的发展。第四个是为威廉姆斯综合症儿童的语言和认知能力的纵向确定。这项研究将对语言与认知之间关系的理论模型以及对发育障碍儿童的认知和语言干预策略的设计具有影响。