Cognitive Processing and Sentence Comprehension in SLI

SLI 中的认知处理和句子理解

• 批准号: 8778523
• 负责人: Julia L Evans
• 金额: $ 2.09万
• 依托单位: OHIO UNIVERSITY ATHENS
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8778523
• 关键词: Accounting; Address; Adult; Age; Attention; Autistic Disorder; Brain Injuries; Child; Child Support; Clinical; Clinical Trials; Cognitive; Comprehension; Development; Etiology; Exhibits; Failure; Goals; Health; Impairment; Individual; Intervention; Investigation; Knowledge; Language; Language Disorders; Language Therapy; Laws; Lead; Linguistics; Literature; Memory; Meta-Analysis; Modeling; Nature; Outcome; Play; Process; Production; Psychometrics; Relative (related person); Research; Resistance; Retrieval; Risk; Role; Secondary to; Short-Term Memory; Speech; Speed; Statistical Models; Structure; System; Techniques; Testing; Theoretical model; Vocabulary; Work; effective intervention; hearing impairment; improved; information processing; insight; language comprehension; language processing; lexical retrieval; memory process; memory retrieval; phonology; phrases; processing speed; response; skills; social; specific language impairment; syntax; systematic review; theories; therapy design

DESCRIPTION (provided by applicant): Research on children with Specific Language Impairment (SLI) has primarily focused on their expressive deficits. Relative to our understanding of these children's expressive difficulties, their receptive problems are poorly understood. This has led to underspecified theoretical accounts of SLI, a limited array of effective interventions to treat them, and less than favorable language intervention outcomes. The results of meta-analyses, systematic reviews, and clinical trials indicate that language intervention has a smaller effect on language comprehension than on language production (Cirrin & Gillam, 2008; Law et al., 2004; Bishop, et al., 2006). Recently, Leonard (2009) has argued that an inability to process linguistic information in the input is likely to play a prominent role in the comprehension difficulties of children with SLI. Debate exits as to whether the sentence comprehension problems in children with SLI reflect a deficit in the language system (the domain-specific view) or a general deficit in cognitive processing (the domain-general view). The primary goal of this large-scale project is to systematically determine which account provides the better descriptive and explanatory model to characterize sentence comprehension in children with SLI. The proposed 5-year project will address two related specific aims in five integrated studies. 450 children will participate: 150 children with SLI (ages 9;0-11;11), 150 age/nonverbal IQ matched (CA) children, and 150 younger children matched for short-term memory and vocabulary (YMV). Aim 1 employs a psychometric approach to investigate the relationship between several cognitive processing mechanisms (controlled attention, lexical retrieval, retrieval interference, short-term memory, working memory, and processing speed) and the comprehension of noncanonical sentences (Studies 1-2) or canonical sentences (Studies 3-4). We hypothesize that the modeling results will support the domain-general account. As part of this aim, we will also examine whether similar sets of cognitive mechanisms underlie sentence comprehension in children with SLI and CA children (with different a set likely subserving noncanonical and canonical sentences). Aim 2 more specifically examines working memory retrieval in noncanonical sentence processing to determine whether children with SLI fail or are slower to reactivate a prior constituent (NP1) during noncanonical sentence processing. We hypothesize they will be slower relative to CA children, supporting the domain-general view. Overall, the results may lead to four high impact implications for the field of SLI. First, a fundamentally new theoretical understanding of the relationship between cognitive processing and sentence comprehension may emerge. Second, models of normal adult and SLI sentence comprehension may be merged into a coherent developmental framework. Third, clinical cognitive-linguistic profiles of children with SLI will be expanded. And fourth, critical insights may emerge into which cognitive mechanisms could be targeted in alternative language treatments designed to improve the language comprehension of children with SLI.

描述（由申请人提供）：对具有特定语言障碍的儿童（SLI）的研究主要集中于他们的表现不足。相对于我们对这些儿童表达困难的理解，他们的接受问题知之甚少。这导致了SLI的理论上指定的理论叙述，有限的有效干预措施对待它们，并且语言干预结果不足。荟萃分析，系统评价和临床试验的结果表明，语言干预对语言理解的影响较小，而不是对语言的产生（Cirrin＆Gillam，2008; Law等，2004; Bishop等，2006）。最近，伦纳德（Leonard，2009年）认为，无法处理输入中的语言信息可能在SLI儿童的理解困难中发挥着重要作用。 关于SLI儿童的句子理解问题的辩论是否反映了语言系统的赤字（特定于领域的观点）或认知处理的一般赤字（域总看法）。这个大规模项目的主要目标是系统地确定哪个帐户提供了更好的描述性和解释模型，以表征SLI儿童的句子理解。 拟议的5年项目将在五项综合研究中解决两个相关的特定目标。 450名儿童将参加：150名SLI儿童（年龄9; 0-11; 11），150岁/非语言智商匹配（CA）儿童（CA）儿童，而150名年幼的儿童匹配短期记忆和词汇（YMV）。 AIM 1采用心理测量方法来研究多种认知处理机制（受控注意力，词汇检索，检索干扰，短期记忆，工作记忆和处理速度）与非宗教判决（研究1-2）或规范句子（研究3-4）之间的关系。我们假设建模结果将支持域名账户。作为此目标的一部分，我们还将研究患有SLI和CA儿童儿童的句子理解的类似认知机制（与可能存在的非规范和规范句子）的句子理解是理解的。 AIM 2更具体地检查了在非规范句子处理中的工作记忆检索，以确定SLI儿童是否失败或降低了在非规范句子处理过程中重新激活先前的成分（NP1）。我们假设他们相对于CA儿童会较慢，并支持域将军观点。 总体而言，结果可能会导致SLI领域的四个高影响力。首先，可能会出现对认知处理和句子理解之间关系的新理论理解。其次，正常成人和SLI句子理解的模型可以合并为连贯的发展框架。第三，将扩大SLI儿童的临床认知语言特征。第四，批判性见解可能会出现在旨在改善SLI儿童语言理解的替代语言治疗中的认知机制。