Language Processing and Word Learning in Preschoolers with Autism Spectrum Disorder

患有自闭症谱系障碍的学龄前儿童的语言处理和单词学习

• 批准号: 9917760
• 负责人: Sudha Arunachalam
• 金额: $ 39.63万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-05-01 至 2023-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9917760
• 关键词: Affect; Age; Child; Code; Comprehension; Data; Development; Evaluation; Event; Foundations; Frequencies; Goals; Hearing; Impairment; Intervention; Knowledge; Label; Laboratories; Language; Language Delays; Language Development; Language Disorders; Learning; Light; Linguistics; Measures; Mentored Research Scientist Development Award; Nursery Schools; Outcome; Parent-Child Relations; Parents; Participant; Performance; Phase; Population; Process; Property; Research; Source; Speech; Testing; Visual; Vocabulary; Work; autism spectrum disorder; autistic children; base; experimental study; girls; improved; language processing; literacy; novel; outcome prediction; peer; peer learning; scaffold; skills; social communication; visual tracking; word learning; work-study

PROJECT SUMMARY/ABSTRACT Language ability is often impaired in children with autism spectrum disorder (ASD). Language ability in the preschool years is a powerful predictor of outcomes. In these early years, parents are a primary source of early language. It is therefore crucial to study the language input that parents of children with ASD provide and children's abilities to comprehend and learn from that input. In the current proposal, we study how preschoolers with ASD and typically- developing (TD) peers assign meaning to the language they hear, and how parental language input supports these efforts. More specifically, our goal is to understand how children learn the meanings of new words. We focus on verbs because the sentence contexts in which unfamiliar verbs are heard provide helpful information for TD children to acquire their meaning. However, we know little about what kinds of sentence contexts are most useful in ASD, or about what kinds of contexts parents provide in their own speech. To pursue this issue, we present children with unfamiliar words either in carefully constructed linguistic contexts, varying how informative and easy-to-process they are, as well as the number of repetitions of each context (Study 1) or unscripted sentence contexts produced by their own parent (Study 2). We use eye-tracking measures to assess how children understand the contexts and assign the words a meaning. This research will shed light on the mechanisms underlying language learning in ASD and in TD and will support the development of effective language interventions, including parent-based interventions.

项目摘要/摘要 自闭症谱系障碍儿童（ASD）通常会损害语言能力。语言能力 学龄前年是结果的有力预测指标。在这些早期，父母是早期语言的主要来源。 因此，研究ASD儿童父母提供的语言输入至关重要 理解并从该输入中学习。在当前的建议中，我们研究了与ASD和通常的学龄前儿童 开发（TD）同行分配了他们听到的语言的意义，以及父母的语言输入如何支持这些努力。 更具体地说，我们的目标是了解孩子如何学习新单词的含义。我们专注于动词 因为听到陌生动词的句子上下文为TD儿童提供了有用的信息 他们的含义。但是，我们对哪些句子上下文在ASD中最有用，或者对什么？ 父母在自己的演讲中提供的各种背景。要解决这个问题，我们向孩子们介绍了陌生的话 在经过精心构造的语言环境中，可以改变它们的信息和易于制作的程度 每个上下文的重复数量（研究1）或自己父母产生的无脚本句子上下文（研究2）。 我们使用眼神追踪措施来评估孩子如何理解上下文并将单词分配为含义。 这项研究将阐明ASD和TD中语言学习的机制，并将支持 开发有效的语言干预措施，包括基于父母的干预措施。