Nonlinguistic cognitive processing commonalities among linguistically diverse learners with developmental language disorder

患有发展性语言障碍的语言多样化学习者的非语言认知处理共性

基本信息

批准号：
10687857
负责人：
Kerry Danahy Ebert
金额：
$ 37.66万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2026-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10687857
关键词：
7 year old Address Affect Area Attention Auditory Characteristics Child Child Language Childhood Clinical Clinical Services Cluster Analysis Cognitive Development Disease Ensure Exhibits Future Goals Home Individual Language Language Development Language Development Disorders Language Disorders Linguistics Measurement Measures Memory Methods Modality Modeling Participant Pathway interactions Pattern Population Population Heterogeneity Prevalence Property Psychometrics Research Sampling School-Age Population Short-Term Memory Societies Specificity Stimulus Testing Validity and Reliability Vietnamese Visual Work aged bilingualism clinical translation developmental disease diagnostic accuracy disparity reduction educational atmosphere experience improved innovation novel peer prevent processing speed recruit selective attention skills theories

项目摘要

Project Summary/Abstract Children with developmental language disorder (DLD) demonstrate language deficits in comparison to unaffected peers from similar language-learning environments. Because of the diversity in children’s language-learning environments, the linguistic characteristics of DLD differ across children. However, affected children may share common underlying deficits in cognitive processing skills such as processing speed, working memory, and sustained selective attention. This project systematically examines the cognitive processing profiles of individual children with DLD from different language-learning environments to identify common patterns of deficit and utilize them to identify DLD. We include children aged 5- to 7-years from three different language groups (English only, Spanish-English, and Vietnamese-English); within each of these three groups, both children with typical development (n = 60 per group; n = 180 total) and children with DLD (n = 20 per group; n = 60 total) are represented. Participants will complete assessments of processing speed, working memory, and sustained selective attention in the visual and auditory modalities using nonlinguistic stimuli to avoid bias based on linguistic experience (for bilingual children) or linguistic deficits (for children with DLD). The project will establish the reliability and validity of each assessment task to ensure suitability for clinical use (Aim 1). Cluster analyses will determine common profiles of cognitive processing skill and whether these profiles differ for children with and without DLD (Aim 2). Diagnostic accuracy analyses will be conducted to determine whether nonlinguistic cognitive processing tasks can identify children with DLD within a diverse group of language learners (Aim 3). This project will advance understanding of the underlying cognitive mechanisms that contribute to DLD by examining commonalities across children learning language in diverse circumstances. It will also establish a novel and universal approach to DLD identification that will reduce disparities across children.

项目概要/摘要患有发展性语言障碍（DLD）的儿童在以下方面表现出语言缺陷：与来自类似语言学习环境的未受影响的同龄人进行比较。儿童语言学习环境的多样性、DLD的语言特征然而，受影响的儿童可能有共同的潜在缺陷。认知处理技能，例如处理速度、工作记忆和持续选择性该项目系统地研究了个体的认知加工概况。来自不同语言学习环境的 DLD 儿童识别共同模式缺陷并利用它们来识别 DLD 我们包括 5 至 7 岁的儿童。每个语言组内都有不同的语言组（仅英语、西班牙语-英语和越南语-英语）；这三组中，两名儿童均具有典型发育（每组 n = 60；总共 n = 180）参与者将有 DLD 儿童（每组 20 名；总共 60 名）。对处理速度、工作记忆和持续选择性注意力的完整评估在视觉和听觉模式中使用非语言刺激来避免基于语言的偏见经验（对于双语儿童）或语言缺陷（对于患有 DLD 的儿童）。建立每个评估任务的信度和效度，以确保适合临床使用（目标 1）。聚类分析将确定认知处理技能的共同特征和患有和不患有 DLD 的儿童的这些特征是否不同（目标 2）。将进行分析以确定非语言认知处理任务是否可以在不同的语言学习者群体中识别患有 DLD 的儿童（目标 3）。了解导致 DLD 的潜在认知机制它将检查儿童在不同环境下学习语言的共性。还建立了一种新颖且通用的 DLD 识别方法，以减少差异跨越儿童。