Examining the impaired learning mechanism in children with developmental language disorder

检查患有发展性语言障碍的儿童的学习机制受损

• 批准号: 10200000
• 负责人: Yael Arbel
• 金额: $ 35.18万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10200000
• 关键词: Adult; Affect; Age; Awareness; Behavioral; Child; Clinical; Cognitive; Communication impairment; Complex; Conscious; Data; Development; Disease; Educational process of instructing; Electrophysiology (science); Evaluation; Event-Related Potentials; Executive Dysfunction; Exhibits; Gender; Goals; Human; Impairment; Intellectual functioning disability; Intervention; Knowledge; Language; Language Development; Language Development Disorders; Learning; Linguistics; Measures; Methodology; Neurologic Deficit; Pathologist; Pattern; Pilot Projects; Plant Roots; Reaction Time; Reporting; School-Age Population; Speech; Structure; Subconscious; Techniques; Testing; Training; base; behavior measurement; clinically relevant; design; effective intervention; evidence base; executive function; explicit bias; hearing impairment; improved; innovation; language impairment; learning outcome; learning strategy; life-long learning; mental set; neurophysiology; novel; operation; peer; response; success; syntax; theories

PROJECT SUMMARY Language Impairment is one of the most common communication disorders treated by speech-language pathologists. The disorder is characterized by impaired development of spoken language that cannot be attributed to hearing loss, intellectual disabilities, or other known neurological deficits (Benton, 1964). A major challenge in developing effective interventions for DLD is that the impaired learning mechanism underling the disorder is not yet understood. The project’s overarching goal is to fill this critical gap, so that treatment can be delivered in a manner that maximizes learning success. A leading theory suggests that the underlying cause for the language learning difficulties in children with DLD is a deficit in the ability to implicitly extract regularities. Within the framework of this theory, explicit learning strategies should be used to support learning in children with this disorder. Indeed, treatment provided to school-age children with DLD relies heavily on explicit learning by breaking down complex linguistic structures and syntactic regularities into small units that are taught explicitly, using verbalization and memorization. However, these teaching techniques may not be effective as rely on language-based explicit learning that is known to be significantly affected in children with DLD. The proposed project will test a novel hypothesis whereby that the learning deficit in DLD is rooted in an ineffective management of the interaction between explicit and implicit learning, caused by an impaired executive function of shifting. The project proposes that children with DLD demonstrate overreliance on explicit learning, and are failing to initiate a shift to implicit learning during complex learning, because of their impaired executive function of shifting. The project will examine behaviorally and at the neurophysiological level learning of complex structures by children with DLD and by their age and gender matched peers. Learning outcomes, use of strategies, and electrophysiological measured of implicit knowledge will be assessed in relation to the children’s shifting abilities, using two learning paradigms. The two learning paradigms will vary in the extent to which explicit learning is suppressed to evaluate whether eliminating the need to overcome the explicit bias and to initiate a shift improves complex learning in DLD. A well-established electrophysiological measure (the P600 event related potential that detects implicit knowledge of grammatical violations) will determine whether explicit learning hinders the acquisition and/or the expression of implicit knowledge in DLD. Understanding whether learning of complex structures in DLD is facilitated by the suppression of explicit learning strategies and by eliminating the need to shift from explicit to implicit learning will lead to improvement in the teaching techniques employed with children with DLD, and to the development of effective interventions that take into consideration these children’s unique learning profile.

项目概要 语言障碍是言语语言治疗中最常见的沟通障碍之一 这种疾病的特点是口语发育受损，而这种障碍是无法被诊断出来的。 归因于听力损失、智力障碍或其他已知的神经缺陷（Benton，1964）。 制定针对 DLD 的有效干预措施的挑战是，导致 DLD 的学习机制受损 该项目的总体目标是填补这一关键空白，以便能够进行治疗。 以最大限度地提高学习成功的方式进行教学的一种主要理论表明，其根本原因是。 DLD 儿童的语言学习困难是隐性提取规律能力的缺陷。 在这一理论的框架内，应该使用明确的学习策略来支持儿童的学习 事实上，为患有 DLD 的学龄儿童提供的治疗在很大程度上依赖于外显学习。 通过将复杂的语言结构和句法规则分解为明确教授的小单元， 然而，这些教学技巧可能不会因为依赖而有效。 众所周知，基于语言的显性学习对患有 DLD 的儿童有显着影响。 该项目将测试一个新的假设，即 DLD 的学习缺陷根源于无效的管理 显性学习和隐性学习之间的相互作用，是由转换执行功能受损引起的。 项目提出，患有 DLD 的儿童表现出过度依赖显性学习，并且无法启动 在复杂学习过程中向内隐学习的转变，因为他们的转变执行功能受损。 项目将从行为和神经生理学层面检查儿童对复杂结构的学习 DLD 以及年龄和性别匹配的同龄人的学习成果、策略的使用以及 隐性知识的电生理测量将根据儿童的转移能力进行评估， 使用两种学习范式 这两种学习范式在显性学习的程度上会有所不同。 抑制以评估是否消除了克服显性偏见并启动转变改进的需要 DLD 中的复杂学习。一种完善的电生理测量（P600 事件相关电位） 检测语法违规的隐性知识）将确定显性学习是否阻碍 DLD 中隐性知识的获取和/或表达。 了解 DLD 中复杂结构的学习是否通过抑制显式学习而得到促进 策略并消除从显性学习转向隐性学习的需要将导致改进 对患有 DLD 的儿童采用的教学技术，以及制定有效的干预措施 考虑到这些孩子独特的学习情况。