Basic mechanisms of language's effect on attention and learning

语言影响注意力和学习的基本机制

• 批准号: 7715100
• 负责人: Hanako Yoshida
• 金额: $ 18.81万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-12-01 至 2013-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7715100
• 关键词: Adult; Animals; Applications Grants; Association Learning; Attention; Attention deficit hyperactivity disorder; Categories; Child; Child Development; Child Language; Cognition; Cognitive; Cues; Data Set; Development; Developmental Delay Disorders; English Language; Event; Future; Grant; Human; Individual; Intervention; Investigation; Japanese Population; Knowledge; Language; Language Delays; Language Development; Lead; Learning; Mathematics; Methods; Problem Solving; Process; Property; Research; Shapes; Source; System; Therapeutic procedure; Training; Work; autism spectrum disorder; classical conditioning; cognitive system; developmental disease; gang; interest; nonhuman primate; public health relevance; remediation; research study; skills; theories

DESCRIPTION (provided by applicant): What we attend to at any moment determines what we learn at that moment, and this also depends on our past learning. This grant investigates how words, perceptual cues, and category organizations form a system of associations that contextually cue attention, making it exquisitely tuned to context and thus constraining and propelling future learning. Although old views characterized associative learning as simple counting of individual pairings, more advanced theories suggest that people learn systems of overlapping associations that (1) lead to systematic effects on attention, (2) tune learning to the context, and (3) give rise to higher-order (almost rule-like) correlations. This grant seeks a mechanistic understanding of these processes in word learning context. Twenty- four to 48-months-old children will participate in the experiments containing artificial language learning, training tasks, and the comparison of children learning two different languages (English and Japanese), with different systems of correlations. Understanding the basic processes through which context guides attention and how and why language might be a particularly potent cue to attention is a first step toward understanding the cascading consequences of language delay on cognitive development and the invention of new methods for tuning attention when language is not easily available to the learner. PUBLIC HEALTH RELEVANCE: What we attend to at any moment determines what we learn at that moment. What we attend to is also dependent on what we have learned in the past. Thus, learning --and development -- builds on itself. Attentional learning thus provides one example of how developmental delays in a basic process might create snowballing detrimental consequences. Understanding basic mechanisms of attentional learning should also provide us with principled reasons for developing new intervention and therapeutic procedures. Attention (and attentional learning) has been implicated in developmental disorders including pervasive developmental delay, autism spectrum disorders, ADHD, among others. This grant proposes to examine attentional learning in the context of language learning, in typically developing children, but its findings broader implications for attentional learning more generally and also developmental delays in language learning.

描述（由申请人提供）：我们随时确定我们当时学到的知识，这也取决于我们过去的学习。该赠款调查了单词，知觉提示和类别组织如何形成一个关联系统，这些系统在上下文中引起关注，从而使其精心调整到上下文中，从而限制和推动未来的学习。尽管旧观点将关联学习描述为对单个配对的简单计数，但更高级的理论表明，人们学习重叠关联的系统，（1）（1）导致对注意力的系统影响，（2）对环境的调整，以及（3）引起高阶（几乎是规则的）相关性。该赠款在单词学习环境中寻求对这些过程的机械理解。 24至48个月大的孩子将参加包含人工语言学习，培训任务的实验，以及学习两种不同语言（英语和日语）以及不同相关系统的儿童的比较。了解环境引起关注的基本过程以及如何以及为什么语言可能是特别有力的提示，这是了解语言延迟对认知发展的层叠后果的第一步，以及当学习者不容易获得语言时，将语言的发明引起了新方法。公共卫生相关性：我们随时确定我们当时学到的知识。我们所关注的还取决于我们过去学到的知识。因此，学习 - 发展 - 建立在自己的基础上。因此，注意力学习提供了一个例子，说明了基本过程中的发展延误如何造成滚雪球的有害后果。了解注意力学习的基本机制也应为我们提供开发新的干预和治疗程序的原则原因。注意（和注意力学习）与发育障碍有关，包括普遍的发育延迟，自闭症谱系障碍，多动症等。该赠款建议在语言学习的背景下，通常在典型的儿童中检查注意力学习，但其发现对注意力学习的更广泛含义以及语言学习中的发展延迟。