Online measures of word recognition and learning in language-delayed toddlers

语言迟缓幼儿的单词识别和学习在线测量

• 批准号: 7926906
• 负责人: Arielle Borovsky
• 金额: $ 5.05万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7926906
• 关键词: 2 year old; Address; Adult; Age; Cereals; Child; Complement; Comprehension; Cross-Sectional Studies; Cues; Development; Diagnosis; Eating; Exhibits; Future; Goals; Gray unit of radiation dose; Growth; Hearing; Impairment; Individual Differences; Infant; Laboratories; Language; Language Delays; Language Development; Language Disorders; Lead; Learning; Light; Literature; Measures; Methods; Nature; Normal Range; Outcome; Parents; Performance; Population; Populations at Risk; Procedures; Process; Process Measure; Production; Research; Rice; Risk; School-Age Population; Schools; Speech; Speed; Stream; Time; Toddler; Training; Vocabulary; Word Processing; Work; design; experience; improved; information processing; interest; language processing; lexical; lexical processing; longitudinal design; novel; peer; public health relevance; social; speech processing; success; visual information

DESCRIPTION (provided by applicant): This proposal's broad objective is to examine how three different types of sentential information 1) words in carrier frames, 2) informative verbs and 3) informative adjectives, can influence speech comprehension and word learning in children (ages 24-36 mos) with normal language (NL) and who are late talking (LT) -a group at risk for later language impairment (Ll). Speech processing studies have found that children and adults make use of sentential information to interpret familiar words and learn new ones. Concurrently, research on children with Ll has uncovered a number of difficulties in rapidly interpreting words in sentences. This work indicates that at least some of the deficits exhibited by Ll children result from impairments in processing. However, a critically important question is if and how these factors influence word learning and recognition in younger children who are at risk for later Ll. Until now this has not been possible, because tasks that measure language processing in older children are not suitable to use with toddlers. Real-time measures of language comprehension are key to examining these questions, since they measure how language processes unfold in real-time. They reveal not only *if* LTs comprehend known and novel words, but *how* and *when* they are understood. I will therefore use an age-appropriate language processing measure- the "Looking while listening" (LWL) procedure - to longitudinally examine the impact of three types of sentential information on familiar word recognition and novel word learning in NL and LT children. In addition, these studies will be the first to probe the relation between these language processing measures and language growth across the 3rd year. Experimental manipulations will examine the influence on processing of novel and familiar words that are: 1) in isolated contexts or sentences, 2) preceded by an informative verb or 3) by an informative adjective. These studies will examine the potential benefit of the examined conditions to LTs, and shed light on the nature of potential processing deficits that exist in this population, and clarify how these factors relate to vocabulary growth. Public health relevance: These studies examine a population at risk for later diagnosis with Ll, which is a deficit that can lead to serious academic and social consequences. A main goal of this work is to examine cues that may help to improve language comprehension and learning in this group, which may help mitigate the negative effects of continued language delay. As such, the findings will be highly relevant and informative to parents, educators, and clinicians who have an interest in helping this group catch up with their peers before they enter school.

描述（由申请人提供）：该提案的广泛目标是检查如何使用三种不同类型的句子信息1）载体框架中的单词，2）信息动词和3）信息形容词，可以影响儿童中的语音理解和单词学习（24岁年龄段） -36 MOS）具有正常语言（NL），并且在迟到的人说话（LT） - 有后期语言障碍的群体（LL）。语音处理研究发现，儿童和成人利用句子信息来解释熟悉的单词并学习新单词。同时，对LL儿童的研究发现了在句子中快速解释单词时遇到的许多困难。这项工作表明，LL儿童至少由于处理障碍而造成的一些赤字。但是，一个至关重要的问题是，这些因素是否以及如何影响有后来LL风险的年幼儿童的单词学习和认可。到目前为止，这是不可能的，因为测量大孩子的语言处理的任务不适合与幼儿一起使用。语言理解的实时度量是研究这些问题的关键，因为它们衡量了语言过程的实时发展。他们不仅揭示了 * lts理解已知和新颖的单词，还可以揭示 *当他们被理解时 *和 *。因此，我将使用适合年龄的语言处理度量 - “听时看起来”（LWL）程序 - 纵向研究三种类型的句子信息对NL和LT儿童中熟悉的单词识别和新颖单词学习的影响。此外，这些研究将是第三年这些语言处理措施与语言增长之间关系的第一个研究。实验操作将检查：1）在孤立的上下文或句子中的新颖和熟悉的单词的处理，2）在有益的动词之前或3）信息形容词。这些研究将研究所检查条件对LT的潜在益处，并阐明该人群中存在的潜在处理缺陷的性质，并阐明这些因素与词汇生长的关系。公共卫生相关性：这些研究检查了有LL后期诊断风险的人群，这是一种赤字，可能导致严重的学术和社会后果。这项工作的主要目标是检查可能有助于改善该小组的语言理解和学习的提示，这可能有助于减轻持续语言延迟的负面影响。因此，这些发现将对父母，教育工作者和临床医生高度相关且有益，他们有兴趣帮助该小组在上学之前赶上同龄人。