Touch to learn: How sensory cues impact word segmentation and learning

触摸学习：感官线索如何影响分词和学习

• 批准号: 10764458
• 负责人: AMANDA H SEIDL
• 金额: $ 3.31万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10764458
• 关键词: Attention; Auditory; Child; Clinical; Communities; Cues; Development; Early Intervention; Equity; Grant; Health; Hearing; Individual; Infant; Intervention; Investments; Language; Language Delays; Language Development; Language Disorders; Language Therapy; Learning; Maps; Mentors; Modality; Persons; Psychology; Research; Risk; Role; Science; Semantics; Sensory; Signal Transduction; Smell Perception; Speech; Students; Taste Perception; Toddler; Touch sensation; Training; Underrepresented Populations; Underrepresented Students; Vision; Visual; Work; clinically significant; experience; experimental study; health equity; improved; lexical; multimodality; senior faculty; sensory input; skill acquisition; social; sound; word learning

Infants experience language in a rich multimodal world in which sounds, sights, smells, tastes, and touches occur together. How do these modalities, and their presence in the input, contribute to fundamental aspects of lexical acquisition? We explore how infants exploit multi- compared with unimodal input as they segment wordforms from continuous speech and map meanings to wordforms. We hypothesize that the ability to make use of multimodal information including touch (a fundamental social signal) in the input facilitates infants' language learning by contributing information relevant to the alignment of word boundaries and the association of word meaning to wordforms. In Aim 1 (Experiments 1a-c) we determine whether sensory input that incorporates more modalities aligned with speech input, results in improved segmentation of the speech and improved attention to word edges for infant learners. In Aim 2 (Experiments 2a and 2b) we determine whether sensory input that incorporates more modalities associated with objects results in improved word learning. The proposed research is significant for its clinical and theoretical implications. First, it is clinically significant since exploring the role of multimodal cues on language learning may impact clinical approaches since current language therapies or interventions concerning the input tend to emphasize auditory alone or auditory+visual domains, but not tactile ones. Thus, discoveries concerning the child's use of multimodal information which includes touch in language learning could lead to new avenues for early intervention for infants and toddlers showing delayed language acquisition or who are at-risk of language disorders. Second, this work is theoretically significant since it explores how multimodal information may help the learner at different levels of representation (wordform representations, semantic representations) in ways that could constrain the language learning problem. This supplement provides an opportunity to expand the scope of the grant and increase diversity in the research workforce in three key ways: First, it will provide substantial comprehensive training to an individual who comes from a community of people who continue to be underrepresented in the fields of speech, language, and hearing sciences and psychology. Second, it will train the trainee on ways in which she can mentor more junior students who are also underrepresented in these fields in order to facilitate a pipeline for underrepresented students in health-related fields. Third, it will provide the trainee with opportunities for professional development, research skill development, and opportunities to network with senior faculty who come from historically underrepresented groups and are invested in health equity.

婴儿在丰富的多模态世界中体验语言，其中有声音、视觉、气味、味道、 和触摸一起发生。这些模式及其在输入中的存在如何做出贡献 词汇习得的基本方面？我们探索婴儿如何利用多重比较 使用单模态输入，因为它们从连续语音中分割词形并将含义映射到 词形。我们假设利用包括触摸在内的多模式信息的能力 输入中的（基本社交信号）通过贡献促进婴儿的语言学习 与单词边界对齐和单词含义关联相关的信息 词形。在目标 1（实验 1a-c）中，我们确定感官输入是否包含 更多与语音输入相一致的模式，可以改善语音的分割， 提高婴儿学习者对单词边缘的注意力。在目标 2（实验 2a 和 2b）中，我们 确定感官输入是否包含与物体相关的更多模态 从而改善单词学习。本研究的临床和应用意义重大 理论意义。首先，探索多模态线索的作用具有临床意义 自当前的语言疗法或 关于输入的干预往往强调单独的听觉或听觉+视觉领域， 但不是触觉的。因此，有关儿童使用多模式信息的发现 将触摸纳入语言学习可能会为婴儿早期干预带来新途径 以及表现出语言习得延迟或有语言障碍风险的幼儿。 其次，这项工作在理论上具有重要意义，因为它探讨了多模态信息如何 帮助学习者获得不同层次的表征（词形表征、语义表征） 表示）以可能限制语言学习问题的方式。 该补充提供了扩大补助范围并增加补助金的机会 研究人员的多样性主要体现在以下三个方面：首先，它将提供大量的 对来自社区的个人进行全面的培训，这些人不断地 在言语、语言、听力科学和心理学领域代表性不足。 其次，它将培训学员如何指导更多的低年级学生 这些领域的代表性也不足，以便为代表性不足的学生提供渠道 在健康相关领域。第三，为学员提供专业的机会 发展、研究技能发展以及与高级教师建立联系的机会 来自历来代表性不足的群体，并投资于健康公平。