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.

患有产前或围产期单侧脑损伤 (PL) 的儿童在早期表现出显着的可塑性 语言技能，但似乎在后来发展更复杂的语言方面有困难。这 限制可能会对儿童的学业成功产生负面影响，这不仅取决于基本的语言技能， 还在于使用这些技能将想法相互联系起来的能力——做出推论、进行比较 和类比，构建层次结构和部分，使用模式和定义 - 换句话说， 利用他们的语言技能进行更高层次的思考。高阶思维被确定为 儿童成为适应能力、创新能力和学业成功的思想家的能力的核心。项目二 检查患有 PL 的儿童如何使用连接性话语来表达从最早的高阶思维 与典型的 SES 匹配者相比，整个青春期的语言发展阶段 项目 I 研究的发育中儿童。项目 II 还检查病变特征的变化和 父母在谈话中提供的输入内容有所不同，以说明并引发他们的更高层次的思考 儿童，目的是了解生物和输入变化如何与发展相关 孩子的高阶思维能力和学业成绩。通过关注语言的使用方式 对于更高层次的思维和学术成就，我们的研究扩展了对可塑性的了解 因为现有的研究主要集中在早期发展的语言和认知方面 技能，但未包括有关家长投入的信息。该项目有三个具体目标： (1) 研究 1 描述了 PL 儿童从 14 个月到 14 个月期间发展高阶思维的变化 年作为其病变特征的函数，以及这种发展与典型情况的比较 发育中的儿童。 (2) 研究 2 描述了 PL 儿童的父母向更高级别提供的信息 从 14 到 58 个月大以及后来的 10 岁时思考，询问这种输入是否具有连续性 时间，该输入的数量和性质是否随儿童病变特征而变化，以及 它是否与我为孩子提供的项目中典型发育儿童的输入父母有所不同。 (3) 研究 3 询问儿童病变的特征和他们从父母那里收到的信息如何结合起来 预测他们高阶思维的发展和学术成就，以及是否投入 与 TD 儿童相比，PL 儿童发挥着不同的重要作用。 相关性（参见说明）： 在拟议的研究中，我们扩展了语言输入在语言发展中的作用的研究。 患有产前或围产期脑损伤的儿童的早期语言功能是语言的一个重要方面 使用语言进行高阶思维。至关重要的是，我们要确定支持的输入类型 使用语言来帮助那些在生物学上受到损害的儿童进行高阶思维，以便发展 帮助他们充分发挥潜力并实现更广泛的社会目标的干预措施 增加人力资本并使劳动力多样化。