Linguistic, Social, and Cognitive Determinants of Early Word Learning

早期单词学习的语言、社会和认知决定因素

• 批准号: 10853686
• 负责人: Elika Bergelson
• 金额: $ 48.31万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10853686
• 关键词: Achievement; Address; Affect; Age; Attention; Behavior; Books; Child; Child Support; Cognitive; Comprehension; Cues; Data; Development; Diagnosis; Early Diagnosis; Early Intervention; Educational process of instructing; Ensure; Exposure to; Foundations; Future; Grain; Hearing; Heart; Infant; Intervention; Knowledge; Language; Language Delays; Language Development; Language Disorders; Learning; Life; Linguistics; Link; Longevity; Measures; Play; Population; Prevalence; Process; Production; Regulation; Research; Role; Sampling; Schools; Social outcome; Testing; Time; Vocabulary; Word Processing; Work; autism spectrum disorder; autistic children; behavioral outcome; clinical application; comprehension test; design; early childhood; evidence base; experience; hearing impairment; improved; innovation; insight; joint attention; language comprehension; language impairment; lens; multitask; novel; programs; skills; social; social skills; sound; success; theories; word learning

Project Summary Early language skills like word learning predict later school, social, and behavioral outcomes. While word learning improves dramatically in year 2, so too do other social, cognitive, and linguistic skills, leading to debate about the factors that support word learning, and why it improves. Understanding early word comprehension (which precedes production) holds promise for clinical applications, where timely diagnosis and intervention is critical. The proposed work ties early word comprehension to other improving skills within infants, across year 2. Its overall objective is to establish specific factors that may make older infants better word learners than younger ones, building the evidence base to support children who struggle with this critical facet of language in future work. Aim 1 is to test whether point comprehension is linked to robust word comprehension. Pointing allows child and caretaker to draw each other’s attention to shared context, much as words do. While prior work links pointing and language, none uses a fine-grained developmental lens with high-sensitivity tasks. Exp. 1 tests the hypothesis that point comprehension, i.e. receptive joint attention, precedes and is correlated with robust word comprehension by testing a longitudinal sample of 10-16 mo’s every 2 weeks on both skills. Aim 2 is to establish the strength of the relationship between linguistic skills and robust word comprehension. Advancing theory on whether and how linguistic skills support each other, Exp. 2-4 test 3 cross-sectional samples of 10-16mo’s on word comprehension alongside their ability to recognize how words sound, and their skill at anticipating the words and sounds in utterances as they unfold. Results will establish whether robust word comprehension is correlated with and thus potentially reliant on these linguistic skills. Aim 3 is to disentangle the roles of maturity and exposure by connecting new word learning to familiar word comprehension. Studies testing familiar word knowledge have a built-in confound between exposure and maturation, since older infants have heard more language, with repercussions for word processing. Studies of new word learning rely on overly simplified learning processes. In an innovative 2-week picture book exposure combined with measures of familiar word knowledge in 14, 18, and 22 mo’s, Exp. 5 isolates maturity and exposure to build a more cohesive theory of word comprehension. The proposed work’s unique multi-task multi-age design ensures scientific rigor in providing insight into exactly what improves over year 2, as infants become better word learners. Successfully completed, this work will establish an important foundation for supporting children with language delays and deficits, with particular relevance for ASD, Developmental Language Delay, and hearing loss.

项目概要 单词学习等早期语言技能可以预测以后的学校、社交和行为结果。 在第二年，其他社交、认知和语言技能也得到了显着提高，这引发了关于以下问题的争论： 支持单词学习的因素，以及为什么它可以提高早期单词理解能力（这。 在生产之前）为临床应用带来了希望，其中及时诊断和干预至关重要。 这项拟议的工作将婴儿的早期单词理解能力与婴儿第二年的其他技能提高联系起来。 总体目标是确定可能使年龄较大的婴儿比年龄较小的婴儿更好地学习单词的具体因素 建立证据基础来支持未来在语言这一关键方面遇到困难的儿童 工作。 目标 1 是测试点理解是否与稳健的单词理解相关。 看护者将彼此的注意力吸引到共享的上下文上，就像之前的工作链接指向一样。 和语言方面，实验 1 都没有使用细粒度的发展视角来测试。 假设点理解，即接受性联合注意，先于鲁棒词并与鲁棒词相关 通过每两周测试 10-16 个月的纵向样本来理解这两种技能。目标 2 是建立。 语言技能和强大的单词理解之间关系的强度推进理论。 语言技能是否以及如何相互支持，实验 2-4 测试 10-16 个月的 3 个横截面样本 单词理解力以及识别单词发音的能力以及预测单词的能力 言语中的单词和声音展开时的结果将确定单词理解是否可靠。 与这些语言技能相关并因此可能依赖这些技能的目标 3 是理清成熟度的作用。 通过将新单词学习与熟悉单词理解联系起来进行接触和暴露 研究测试熟悉单词。 知识在接触和成熟之间存在内在的混淆，因为年龄较大的婴儿听到的更多 新词学习的研究依赖于过度学习。 在为期两周的创新图画书接触过程中，结合熟悉的单词知识的测量。 在 14、18 和 22 个月中，实验 5 将成熟度和暴露度分开，以构建更具凝聚力的词理论。 拟议作品独特的多任务多年龄设计确保了提供的科学严谨性。 随着婴儿成为更好的单词学习者，深入了解第二年的具体进步。 这项工作的成功完成将为支持儿童语言能力奠定重要基础 发育迟缓和缺陷，尤其与自闭症谱系障碍（ASD）、语言发育迟缓和听力损失有关。