Multimodal communication and cognition: The role of gesture in language processing and word learning in individuals with traumatic brain injury

多模式沟通和认知：手势在脑外伤患者语言处理和单词学习中的作用

• 批准号: 10640100
• 负责人: Sharice Clough
• 金额: $ 2.19万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2023-08-10
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10640100
• 关键词: Adult; Affect; Attention; Binding; Brain; Child; Clinical; Cognition; Cognitive; Cognitive deficits; Communication; Communication impairment; Comprehension; Cookbook; Cues; Detection; Diffuse Brain Injury; Emotional; Face; Future; Gestures; Goals; Hand; Impairment; Individual; Individual Differences; Kinesthesis; Knowledge; Language; Language Disorders; Language Tests; Learning; Life; Linguistics; Link; Memory; Methods; Mind; Motor; Movement; Nature; Neuropsychology; Pathway interactions; Pattern; Performance; Persons; Population; Process; Psycholinguistics; Recipe; Reporting; Research; Resources; Role; Short-Term Memory; Source; Speech; Speech-Language Pathology; System; Testing; Thinking; Time; Training; Traumatic Brain Injury; Visual; Visuospatial; Vocation; arm; behavior measurement; clinical translation; cognitive benefits; cognitive load; episodic memory impairment; experimental study; gaze; improved; innovation; insight; interdisciplinary approach; language processing; lexical retrieval; multimodality; non-verbal; novel; novel strategies; peer; preservation; prevent; procedural memory; recruit; social engagement; success; theories; verbal; visual tracking; white matter; word learning

PROJECT SUMMARY Communication is multimodal, containing speech and gesture. When people talk, co-speech gestures (spontaneous movements of the hands and arms) can visually depict information conveyed in speech but often communicate unique information not conveyed in speech. For example, a speaker might say, “I searched for a new recipe,” while making a typing gesture, conveying only in gesture that the speaker searched online rather than through a cookbook. Listeners must bind linguistic information from speech and visuospatial information from gesture to generate an integrated representation of a message. The benefits of gesture for communication and cognition are well-documented in neurotypical individuals. For example, gesture improves comprehension and memory for spoken information and facilitates word learning, abilities critical for academic and vocational success. However, gesture has not yet received the same attention in clinical populations with cognitive-communication disorders, such as traumatic brain injury (TBI). In this proposal, we examine whether the benefits of gesture extend to individuals with TBI, or if the very nature of their deficits prevent gesture’s facilitatory role in communication and cognition. Using a novel approach combining methods and theory from speech-language pathology, gesture studies, psycholinguistics, and neuropsychology, we test the ability of individuals with TBI to use gesture during multimodal language processing and word learning across three experiments. Aim 1 (Experiments 1 and 2) investigates the ability of individuals with TBI to integrate information from speech and gesture during multimodal language processing. Experiment 1 tests the effect of observing a narrator’s gestures on subsequent retellings of stories to determine whether individuals with TBI report information provided uniquely in gesture and integrate it into their representation of the stories across time. Experiment 2 uses eye-tracking to determine if individuals with TBI can use information from gesture to resolve referential ambiguity in a visual-world paradigm during rapid on-line language processing. Aim 2 (Experiment 3) investigates whether individuals with TBI benefit from observing and producing gesture during word learning. Exploratory Aim 3 examines the relation between speech-gesture integration and working memory abilities to explore individual differences in gesture processing and inform future confirmatory studies. Studying gesture along with speech is critical for providing ecologically valid assessments of language that more closely approximate the real-world communication contexts that characterize and enrich everyday life. The proposed research will directly advance the study of gesture in clinical populations by providing new insight into the ability to integrate speech and gesture in the context of multimodal language processing and testing whether gesture can be leveraged to support new learning in individuals with TBI. This research represents a new direction in TBI research and promises to offer novel and impactful contributions to theories of multimodal communication and to the nature of cognitive-communication deficits after TBI.

项目摘要 交流是多模式的，包含语音和手势。当人们说话时，共同语音的手势 （手和手臂的自发运动）可以在语音中进行视觉描述，但通常 传达在语音中未传达的独特信息。例如，演讲者可能会说：“我搜寻了 新食谱，“在做一个打字的手势时，只能通过说话者在网上搜索的手势传达 而不是通过食谱。听众必须从语音和视觉信息中绑定语言信息 从手势到生成消息的集成表示。手势的好处 在神经典型的个体中，沟通和认知有据可查。例如，手势改善 对口语信息的理解和记忆，并促进单词学习，对学术至关重要 和投票成功。但是，手势尚未在临床人群中受到相同的关注 认知通信障碍，例如脑损伤（TBI）。在此提案中，我们检查了是否 手势的好处扩展到具有TBI的个体，或者如果其防御能力的本质阻止了手势 在交流和认知中的促进作用。使用一种新颖的方法结合方法和理论 语言病理学，手势研究，心理语言学和神经心理学，我们测试了 具有TBI的个人在多模式语言处理过程中使用手势和三个学习的单词学习 实验。 AIM 1（实验1和2）研究了TBI的个体整合的能力 多模式语言处理过程中语音和手势的信息。实验1测试 观察叙述者对随后的故事的手势，以确定是否有TBI的人 报告以手势独特提供的信息，并将其整合到他们对故事的代表中 时间。实验2使用眼睛跟踪来确定患有TBI的个人是否可以使用来自手势到的信息 在快速在线语言处理过程中，在视觉世界范式中解决参考歧义。目标2 （实验3）调查具有TBI的个体是否受益于观察和产生手势 单词学习。探索性目标3考试语音融合与工作之间的关系 记忆能力探索手势处理中个体差异并为未来的确认研究提供信息。 学习手势以及语音对于提供对语言的生态有效评估至关重要 更近似于描述和丰富每天生活的真实传播环境。 拟议的研究将直接通过提供新的临床人群的手势研究 深入了解在多模式语言处理和 测试是否可以利用手势来支持TBI患者的新学习。这项研究 代表TBI研究的新方向，并承诺为理论提供新颖而有影响力的贡献 TBI之后的多模式交流以及认知通信防御的性质。