Word recognition in dual language learners: The mechanisms underlying listening and reading in two languages

双语言学习者的单词识别：两种语言听力和阅读的机制

• 批准号: 10217506
• 负责人: Kristi Hendrickson
• 金额: $ 8.94万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-12 至 2023-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10217506
• 关键词: 13 year old; Academic achievement; Acoustics; Address; Adult; Affect; Area; Child; Cognition; Comb animal structure; Communities; Complex; Development; Educational Status; Employee; English Learner; Eye Movements; Felis catus; Goals; Goat; Hearing; Immersion; Individual; Individual Differences; Language; Language Disorders; Learning; Letters; Measures; Mediation; Modality; Modeling; National Institute of Child Health and Human Development; Nature; Oryctolagus cuniculus; Outcome; Population; Process; Reader; Reading; Research; Research Priority; Rest; Role; School-Age Population; Schools; Source; Speech; Speech Sound; Students; System; Theoretical model; Time; United States; Variant; Visual; Word Processing; Work; base; bilingualism; clinically significant; health disparity; junior high school; language processing; lexical; literacy; millisecond; novel; reading ability; skills; theories; visual tracking

Project Summary/Abstract Children who speak and read in two languages are the norm around the world and in many US communities. However, there is a gap in understanding how language and literacy develops in bilingual and biliterate children. A fundamental component of language and literacy development is word recognition. Central to both spoken and written word recognition is competition: given a word (e.g., cap), multiple lexical candidates are activated (e.g., cap, cab, cat) and compete for recognition. The nature of lexical competition within and across languages in children is largely unaddressed. This is a crucial limitation as prominent theories of bilingual language and cognition rest on how these skills develop. This is of clinical significance because for monolingual children, the ability to manage competition is highly predictive of language and literacy outcomes and represents significant challenges for children with language disorders (McMurray et al., 2010). Because there are health disparities that perpetuate disproportionate educational achievement for many Spanish- English learners in the US, it is crucial that our theoretical models extend beyond single-language learners, to students who hear and read words in more than one language. The proposed research addresses this limitation in two aims. In Aim 1, we characterize competition for spoken and written words within and across languages in Spanish-English dual language learners during a developmental period characterized by variability in word-level reading skills (middle school). We developed a novel variant of an eye-tracking paradigm to measure both spoken and written word recognition. Individuals hear or see a word and click the corresponding picture from a display of four: the target (e.g., cap), an acoustically and visually similar competitor (e.g., cab) and unrelated items (e.g., net and mud). Eye-movements are time-locked to the dynamics of lexical competition. Given that there are more differences in speech sounds than in letters across languages (e.g., the speech sound /b/ differs in English and Spanish, yet the letter “b” is identical), we predict that for spoken words, competition will be greater within than across languages, whereas for written words, competition will be similar within and across languages. In Aim 2, we take an individual differences approach and examine how language and reading proficiency influence these competition dynamics. This aim will determine the sources of variability that promote proficient bilingual and biliterate children to achieve efficient word recognition. The current research has a broad-based appeal for theories of language processing because it will help characterize a core set of computational principles involved in spoken and written word recognition. Further, this project informs theories of bilingual language and literacy development – a high priority research area for NICHD – and represents a crucial step toward our long-term goal to create a developmental model of word recognition as it occurs across modalities (spoken and written) and language context.

项目概要/摘要 用两种语言说话和阅读的孩子在世界各地和美国许多社区都是常态。 然而，对于双语和双文人的语言和读写能力如何发展的理解存在差距。 儿童语言和读写能力发展的一个基本组成部分是单词识别。 口语和书面单词识别是竞争：给定一个单词（例如 cap），多个词汇候选者 激活（例如 cap、cab、cat）并竞争识别 内部和之间的词汇竞争的本质。 儿童语言问题在很大程度上没有得到解决，这是双语理论的一个重要局限性。 语言和认知取决于这些技能的发展方式，这具有临床意义，因为。 对于单语儿童，管理竞争的能力可以高度预测语言和读写能力的结果 这对患有语言障碍的儿童来说是一项重大挑战（McMurray 等，2010）。 健康方面的差异导致许多西班牙人的教育成就长期不成比例。 对于美国的英语学习者来说，至关重要的是我们的理论模型必须超越单一语言学习者， 听到和阅读不止一种语言的学生提出的研究解决了这个问题。 在目标 1 中，我们描述了内部和之间口头和书面文字的竞争。 西班牙语-英语双语学习者在发展时期的语言特点是 单词级阅读技能的可变性（中学）我们开发了一种新颖的眼球追踪变体。 测量口头和书面单词识别的范式。 来自四个显示器的相应图片：目标（例如，帽子），声音和视觉上相似的 竞争对手（例如驾驶室）和不相关的项目（例如网和泥土）的眼球运动被时间锁定。 鉴于语音之间的差异比字母之间的差异更大。 语言​​（例如，英语和西班牙语中的语音 /b/ 不同，但字母“b”是相同的），我们预测 对于口语词汇来说，语言内部的竞争比跨语言的竞争更激烈，而对于书面词汇来说， 在目标 2 中，我们采取个体差异方法。 并研究语言和阅读能力如何影响这些竞争动态。 确定促进双语和双文儿童熟练掌握的可变性来源，以实现高效 当前的研究对语言处理理论具有广泛的吸引力，因为 它将有助于描述口语和书面文字识别中涉及的一组核心计算原理。 此外，该项目还为双语语言和读写能力发展的理论提供了信息——一项高度优先的研究 NICHD 领域——并且代表着我们朝着创建一个发展模式的长期目标迈出的关键一步。 跨模式（口语和书面）和语言环境的单词识别。