Interactive Specialization in Language Impairment

语言障碍互动专业

• 批准号: 9324180
• 负责人: James R Booth
• 金额: $ 66.8万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9324180
• 关键词: 2 year old; 4 year old; Adolescence; Affect; Age; Behavioral; Brain; Brain region; Child; Childhood; Complex; Development; Disease; Foundations; Functional Magnetic Resonance Imaging; Growth; Investigation; Judgment; Language Development; Linguistics; Literature; Measures; Modeling; Nursery Schools; Parietal; Parietal Lobe; Pattern; Population; Process; Psychophysiology; Semantics; Specificity; Testing; age group; base; behavior measurement; cost; design; driving force; early childhood; elementary school; falls; frontal lobe; imaging study; innovation; insight; kindergarten; language impairment; language processing; longitudinal design; neuroimaging; neuromechanism; phonology; predictive modeling; prospective; public health relevance; relating to nervous system; response; sound; syntax

DESCRIPTION (provided by applicant): This project will examine the neural basis of language development using functional magnetic resonance imaging (fMRI). In a longitudinal design, young children will be given word level and sentence level tasks that tap into phonological, semantic and morpho-syntactic processing. We hypothesize that temporo-parietal cortex becomes more specialized over development for distinct linguistic representations through increasing interaction (i.e. connectivity) with frontal cortex. Specialization should be characterized by increases in differential responses in temporo-parietal cortex to tasks tapping into distinct aspects of linguistic function. This project will test the interactive-specialization model that makes clear predictions of developmental brain differences [1, 2], but has little direct neuroimaging evidence to support it [19]. The central tenet of this model is that interaction between brain regions drives the specialization of brain regions for making certain computations. An extension of the interactive-specialization model predicts that children with LI should have lack of specialization in temporo-parietal cortex perhaps due to altered interaction between temporo-parietal and frontal regions. Functional connectivity between brain regions will be measured with Psychophysiological Interaction (PPI) and specialization will be measured with activation differences, but also with Representational Similarity Analysis (RSA). Examination of language development in the transition from preschool to elementary school is important because this transition is marked by mastery of complex morpho-syntactic principles, elaboration and refinement of semantic representations, and by increases in children's ability to process phonemic information. Central to testing our overarching hypothesis is quantifying brain changes in young children, and differences that emerge in language impairment (LI). Previous fMRI studies have generally used cross-sectional designs and have only examined one age group, have examined a wide age range (i.e. from kindergarten through adolescence) and/or have not examined multiple linguistic processes. Moreover, only a handful of neuroimaging studies have examined the brain basis of LI in children. Our project will overcome these shortcomings by using a longitudinal approach to examine the development of multiple linguistic processes in young children. Longitudinal approaches are rarely used in the developmental neuroimaging literature, but are crucial for gaining insights into what mechanisms drive language development. A significant strength of our project is the use of theoretically motivated experimental tasks based on extensive behavioral literature to investigate innovative ideas regarding brain development in young children. The use of sophisticated change models will also allow us to determine whether the longitudinal growth in language impairment represents a quantitative versus qualitative difference and whether neuroimaging measures can be used to uniquely predict those children who are likely to fall further behind in language processing.

描述（由申请人提供）：该项目将使用功能磁共振成像（fMRI）检查语言发展的神经基础。在纵向设计中，幼儿将接受单词级和句子级任务，这些任务涉及语音、语义和形态句法处理。我们假设颞顶叶皮层通过增加与额叶皮层的相互作用（即连通性）而变得更加专业化，以形成不同的语言表征。专业化的特点是颞顶叶皮层对涉及语言功能不同方面的任务的差异反应增加。该项目将测试交互专业化 该模型可以明确预测大脑发育差异 [1, 2]，但几乎没有直接的预测 神经影像证据支持它[19]。该模型的中心原则是大脑区域之间的相互作用驱动大脑区域的专业化以进行某些计算。交互专业化模型的扩展预测，患有 LI 的儿童应该缺乏颞顶叶皮层的专业化，这可能是由于颞顶叶和额叶区域之间相互作用的改变所致。大脑区域之间的功能连接将通过心理生理相互作用（PPI）来测量，专业化将通过激活差异来测量，而且还可以通过表征相似性分析（RSA）来测量。检查从学前班到小学过渡期间的语言发展非常重要，因为这种过渡的特点是掌握复杂的形态句法原则、语义表征的阐述和细化，以及儿童处理音素信息的能力的提高。检验我们总体假设的核心是量化幼儿的大脑变化以及语言障碍 (LI) 中出现的差异。以前的功能磁共振成像研究通常使用横断面设计，并且仅检查一个年龄组，检查了广泛的年龄范围（即从幼儿园到青春期）和/或没有检查多种语言过程。此外，只有少数神经影像学研究检查了儿童 LI 的大脑基础。我们的项目将通过使用纵向方法来检查幼儿多种语言过程的发展来克服这些缺点。纵向方法很少在发育神经影像学文献中使用，但对于深入了解驱动语言发展的机制至关重要。我们项目的一个重要优势是使用基于广泛行为文献的理论驱动的实验任务来研究有关幼儿大脑发育的创新想法。使用复杂的变化模型还将使我们能够确定语言障碍的纵向增长是否代表定量与定性的差异，以及神经影像学测量是否可以用于唯一地预测那些可能在语言处理方面进一步落后的儿童。