Acquisition of temporal patterns in child speech and language

获得儿童言语和语言的时间模式

• 批准号: 7913065
• 负责人: Melissa A Redford
• 金额: $ 27.53万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7913065
• 关键词: 11 year old; Accounting; Address; Adult; Affect; Age; Categories; Child; Childhood; Clinical; Clinical assessments; Code; Cognition; Cognitive; Complex; Conceptions; Cross-Sectional Studies; Data; Development; Developmental Process; Emotions; Exhibits; Foundations; Goals; Hand; Individual; Language; Language Development; Language Development Disorders; Language Disorders; Linguistics; Longitudinal Studies; Measures; Memory; Modeling; Pattern; Phonetics; Population; Positioning Attribute; Production; Protocols documentation; Recruitment Activity; Research; Research Personnel; School-Age Population; Semantics; Shapes; Short-Term Memory; Speech; Speech Disorders; Stress; Structure; System; Testing; Time; Vocabulary; Work; age group; base; design; developmental disease; elementary school; kindergarten; lexical; longitudinal design; peer; phonology; phrases; public health relevance; social; specific language impairment; syntax

DESCRIPTION (provided by applicant): The long term research agenda is to model the structures and strategies that underlie prosodic acquisition in the context of a developing system in order to speech/language acquisition in typically developing children as well as in children with language disorders. The proposed study lays the foundation for the long term research by characterizing a full range of prosodic patterns in typically-developing 5 to 11 year old English-speaking children's speech, with an emphasis on temporal patterns. The specific aims of the research are: (a) to identify the rate at which different patterns are acquired in elementary school age children, whose language is functional and complex but still immature; (b) to test for interactions between timing, intonation, phrase position, and syntax in children's production of prosody; and (c) to test the effects of different nonlanguage and language abilities on the acquisition of particular prosodic patterns. The working hypothesis is that children's rhythmic speech is increasingly modulated over time to highlight conceptual and structural aspects of the message for listeners, which is a major function of adult prosody. The study will include 180 children, recruited from the population of kindergarten through 5th grade children attending local elementary schools. A subset of the K-2nd grade children will be tracked longitudinally for 3 years as part of the same study. A single protocol will be used to collect all of the cross-sectional and longitudinal data. The protocol will include several language and nonlanguage assessment tasks, several experimental language tasks, and a structured spontaneous speech task. Adult speech will be collected to compare temporal patterns in child speech to adult target patterns. All raw speech, language, and nonlanguage data will be hand coded, transcribed, and acoustically measured. The cross-sectional design will be used to determine the ages at which typically developing native English-speaking children produce a variety of temporal patterns in an adult-like fashion, to test for interactions between the linguistic factors and the production of temporal patterns in child speech, and to predict aspects of prosodic acquisition using nonlanguage and language assessment scores. A longitudinal design will be used to identify individual developmental trajectories as a check against the trajectory suggested by the cross-sectional data, and to investigate the acquisition of multiple prosodic patterns in parallel and in the context of developing linguistic and nonlinguistic abilities. The research will provide cross-sectional and longitudinal data on the acquisition of suprasegmental temporal patterns, further our understanding of nonlanguage influences on speech acquisition, and help shape our conception of how language and nonlanguage subsystems interact during the developmental process. From this foundation, we will build a developmental model of language production in order to understand the acquisition of speech timing control in children. PUBLIC HEALTH RELEVANCE: Children with many different types of developmental disorders exhibit deficits in speech prosody; that is, in producing temporal and intonational patterns that create language rhythm, highlight semantic content, mark different types of grammatical boundaries, direct turn-taking, and convey emotion. Studying how typically developing children acquire prosody will inform both our understanding of developmental language disorders and their clinical assessment and treatment by providing researchers and clinicians with developmental time- lines, age appropriate models of speech planning and execution, and information about the kinds of abilities that influence prosodic acquisition.

描述（由申请人提供）：长期研究议程是在开发系统的背景下对韵律收购为基础的结构和策略进行建模，以便在典型发展的儿童以及语言障碍儿童中进行言语/语言获取。拟议的研究通过表征了典型的5至11岁英语儿童演讲中的各种韵律模式，这为长期研究奠定了基础，并着重于时间模式。该研究的具体目的是：（a）确定小学时代儿童获得不同模式的速度，他们的语言功能且复杂但仍然不成熟； （b）测试儿童韵律产生的时间，语调，短语位置和语法之间的相互作用； （c）测试不同非语言和语言能力对获得特定韵律模式的影响。工作假设是，随着时间的流逝，儿童的节奏言语越来越受到调节，以突出听众的概念和结构性方面，这是成人韵律的主要功能。该研究将包括180名儿童，这些儿童是从幼儿园到五年级的五年级儿童招募的，就读当地小学。作为同一研究的一部分，K-2年级儿童的一部分将在纵向上进行3年的纵向跟踪。单个协议将用于收集所有横截面和纵向数据。该协议将包括几种语言和非语言评估任务，几个实验语言任务以及结构化的自发语音任务。将收集成人语音以比较儿童语音中的时间模式与成人目标模式。所有原始的语音，语言和非语言数据将被手动编码，转录和声学衡量。横截面设计将用于确定通常以成人方式形式产生各种时空模式的年龄，以测试语言因素与儿童语音中时间模式之间的相互作用，并在儿童语音中产生时间模式，并使用非语言和语言评估评估得分来预测韵律习得的方面。纵向设计将用于识别单个发育轨迹，以检查横截面数据所建议的轨迹，并在并行和发展语言和非语言能力的背景下研究采集多个韵律模式。这项研究将提供有关上等时间模式获取的横截面和纵向数据，进一步我们对非语言对语音习得的影响的理解，并帮助我们塑造我们对在发展过程中语言和非语言子系统如何相互作用的概念。从这个基础中，我们将建立一种语言生产的发展模型，以了解儿童中语音时序控制的获取。公共卫生相关性：患有许多不同类型的发育障碍的儿童在语音韵律方面表现出缺陷；也就是说，在产生创造语言节奏的时间和独立模式时，突出了语义内容，标记了不同类型的语法界限，直接转弯并传达情感。研究典型发展的儿童如何获得韵律将通过为研究人员和临床医生提供发育时间，适当的言语计划和执行模型以及有关影响韵律收购的能力的信息，从而为我们对发育语言疾病及其临床评估和治疗的理解提供信息。