Behavioral and Neuroimaging Studies of Bilingual Reading

双语阅读的行为和神经影像研究

• 批准号: 6924847
• 负责人: LAURA-ANN PETITTO
• 金额: $ 29.97万
• 依托单位: DARTMOUTH COLLEGE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-01 至 2010-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6924847
• 关键词: adult human (21+); attention; behavior test; bioimaging /biomedical imaging; clinical research; cognition; developmental neurobiology; educational psychology; human subject; learning; middle childhood (6-11); multilingualism; neuroanatomy; neuroimaging; nonEnglish language; phonology; preschool child (1-5); reading; sign language; syntax

DESCRIPTION (provided by applicant): The overarching aim of the proposed research is to understand READING--and the development of the core cognitive, phonological, and syntactic processes that underlie reading-in BILINGUAL children, and adults. Here we investigate the neurodevelopment, neural systems, and functional neuroanatomy of bilingual reading and concomitant cognitive abilities using state-of-the-art neuroimaging and behavioral techniques. Much controversy exists in education, science, and bilingual homes regarding when (what age) to expose young children to two languages and when and how best to teach such children to read in each of their two reading systems, which we address here: (1) Does bilingual language exposure give rise to concomitant cognitive advantages (such as select enhancement of attention and inhibition abilities), what is its basis, and does it positively transfer to other domains of learning such as reading? (2) Is it best to teach bilingual children their two reading systems sequentially (first one, then the other) or at the same time (simultaneously)? (3) What is the neurodevelopmental time course, functional neuroanatomy, and neural systems underlying bilingual children and adults' cognitive attention and inhibition, phonological and syntactic processing that form the heart of reading in each of their two languages? To answer these questions in a manner that is most widely generalizable, our studies involve children and adults across 4 distinct regions of the United States and Canada, whom use among 5 different world languages, including sign languages. The results of these studies will provide fundamental "evidence-based" knowledge about the multitude of variables (cognitive, phonological, syntactic) underlying skilled reading acquisition in young bilinguals and the developmental trajectories of these important variables to predict better reading outcome. These studies may directly benefit teachers, clinicians, and parents of bilingual children by informing us about when and how best to teach reading to young bilinguals, and they may fundamentally impact educational policy on the teaching of reading in the United States.

描述（由申请人提供）：拟议的研究的总体目的是了解阅读 - 以及核心认知，语音和句法过程的发展，这些过程是双语儿童和成人的读书。在这里，我们使用最新的神经影像学和行为技术研究了双语阅读和伴随的认知能力的神经发育，神经系统和功能性神经解剖学。教育，科学和双语房屋中存在许多争议，即何时（什么年龄）使幼儿接触两种语言，何时以及如何最好地教这些孩子在他们的两个阅读系统中阅读，我们在这里解决这些问题：（1）双语语言暴露会引起同时的认知优势（例如，请注意和抑制其他启动的能力，并抑制了它的选择，并且是抑制了它的其他信息，并且会引起人们的转移，并且是对其他启动的态度，并且会逐渐抑制它的范围，并且会引起人们的态度。 （2）最好是依次教授双语孩子的两个阅读系统（然后是另一个阅读系统）还是同时（同时）？ （3）哪些神经发育时间课程，功能性神经解剖学以及双语儿童和成人的认知注意力和抑制作用，语音和句法处理是两种语言中阅读的核心？为了以最广泛的概括方式回答这些问题，我们的研究涉及美国和加拿大4个不同地区的儿童和成人，他们在5种不同的世界语言（包括标志语言）中使用。这些研究的结果将提供有关年轻双语者中基本变量（认知，语音，句法）的众多变量（认知，语音，句法）的基本知识，以及这些重要变量的发展轨迹，以预测更好的阅读结果。这些研究可能会直接使教师，临床医生和双语孩子的父母通知我们何时以及如何最好地向年轻的双语者教授阅读，并且它们可能从根本上影响美国阅读教学的教育政策。