Using Language for Higher Order Thinking in Children with Unilateral Brain Inju

使用语言促进单侧脑损伤儿童的高阶思维

• 批准号: 8963469
• 负责人: SUSAN C LEVINE
• 金额: $ 11.68万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-04-01 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/8963469
• 关键词: 14 year old; Academic achievement; Academic skills; Adolescence; Age; Age-Months; Agreement; Biologic Characteristic; Biological; Brain; Brain Injuries; Cerebral Infarction; Characteristics; Child; Child Development; Complex; Data; Development; Developmental Process; Exhibits; Fostering; Goals; Growth; Instruction; Intervention; Knowledge; Language; Language Development; Lesion; Linear Models; Linguistics; Link; Location; Modeling; Nature; Nervous system structure; Parents; Performance; Perinatal; Perinatal Brain Injury; Play; Population; Prefrontal Cortex; Problem Solving; Reading; Recording of previous events; Recurrence; Research; Role; Schools; Seizures; Staging; Testing; Thinking; Time; Variant; Work; Writing; base; cognitive skill; early adolescence; human capital; innovation; prenatal; reading comprehension; skills; success

Children with pre- or perinatal unilateral brain injury (PL) exhibit remarkable plasticity for eariy language skills but appear to have difficulty with later developing, more complex aspects of language. This limitation may negatively impact children's school success, which depends not only on basic linguistic skills, but also on the ability to use these skills to link ideas to one another - to make inferences, draw comparisons and analogies, construct hierarchies and partonomies, enlist schemas and definitions - in other words, to use their language skills to engage in higher order thinking. Higher order thinking has been identified as core to children's ability to become adaptive, innovative and academically successful thinkers. Project II examines how children with PL use connected discourse to express higher order thinking from the eariiest stages of language development through eariy adolescence, compared to the SES-matched typically developing children studied in Project I. Project II also examines variations in lesion characteristics and variations in the input parents provide in their talk to illustrate and elicit higher order thinking from their children, with the goal of understanding how biological and input variations relate to the development of children's higher order thinking skills and their academic achievement. By focusing on how language is used for higher order thinking and on academic achievement our research expands what is known about plasticity in this population since existing research has largely focused on early developing language and cognitive skills and has not included information on parental input. The project has three specific aims: (1) Study 1 describes changes in how children with PL develop higher order thinking from 14 months of age through 14 years as a function of their lesion characteristics, and how this development compares to that of typically developing children. (2) Study 2 describes the input the parents of children with PL provide to higher order thinking from 14 to 58 months of age and later at age 10, asking whether there is continuity in this input over time, whether the amount and nature of this input differs as a function of children's lesion characteristics, and whether it differs from the input parents of typically developing children in Project I offer their children. (3) Study 3 asks how the characteristics of children's lesions and the input they receive from parents combine to predict the development of their higher order thinking and their academic achievement, and whether input plays a differentially important role for children with PL compared to TD children. RELEVANCE (See instructions): In the proposed research, we extend work on the role of language input in the development of eariy language functions in children with pre- or perinatal brain injury to an essential aspect of language- the use of language for higher order thinking. It is critical that we identify the kinds of input that support the use of language for higher order thinking in children who are biologically compromised in order to develop interventions that help them develop to their full potential as well as to achieve the broader societal goals of increasing human capital and diversifying the workforce.

前或围产期单侧脑损伤（PL）的儿童表现出明显的可塑性 语言技能，但似乎很难在后来发展语言的更复杂方面。这 限制可能会对儿童的学校成功产生负面影响，这不仅取决于基本的语言技能，还取决于 而且还可以利用这些技能将思想互相链接到彼此的能力 - 进行推断，进行比较 和类比，构建层次结构和党的制度，招募模式和定义 - 换句话说， 利用他们的语言技能进行高级思考。高阶思维已被确定为 儿童成为适应性，创新和学术上成功的思想家的能力的核心。项目II 检查有PL的儿童如何利用连接的话语来表达最高级思维 与SES匹配的相比 在项目I项目中研究的儿童的发展儿童还检查了病变特征的变化和 父母在谈话中提供的输入的变化，以说明和引起他们的更高阶段的思维 儿童，目的是了解生物学和输入变化与 儿童的高级思维能力及其学术成就。通过关注语言的使用方式 对于高阶思维和学术成就，我们的研究扩大了有关可塑性的知识 在这一人群中，由于现有研究主要集中于早期发展语言和认知 技能，尚未包含有关父母输入的信息。该项目具有三个具体目标：（1）研究1 描述PL儿童如何发展高级思维的变化，从14个月至14岁 多年作为其病变特征的函数，以及这种发展与通常相比 成长的孩子。 （2）研究2描述了PL儿童父母提供更高阶的输入 从14到58个月大的想法，及以后10岁，询问此意见中是否有连续性 时间，该输入的数量和性质是否与儿童病变特征的函数不同，并且 无论我在项目中都有通常成长的孩子的输入父母不同，我都会给孩子。 （3） 研究3询问儿童病变的特征及其从父母共同收到的意见 预测他们高阶思维和学术成就的发展，以及意见是否 与TD儿童相比，PL儿童扮演着重要的角色。 相关性（请参阅说明）： 在拟议的研究中，我们扩展了语言输入在开发中的作用的工作 耳语在患有脑部或围产期脑周期脑损伤的儿童的语言功能对语言的基本方面 - 使用语言进行高阶思维。至关重要的是，我们确定支持 在生物学上妥协的儿童中，将语言用于高级思维以发展 干预措施可以帮助他们发挥全部潜力，并实现更广泛的社会目标 增加人力资本并多样化劳动力。