The role of statistical learning in the atypical language development in ASD

统计学习在自闭症谱系障碍非典型语言发展中的作用

• 批准号: 10474134
• 负责人: Zhenghan Qi
• 金额: $ 15.7万
• 依托单位: NORTHEASTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10474134
• 关键词: 11 year old; 8 year old; Address; Adopted; Adult; Age; Auditory; Basal Ganglia; Base of the Brain; Behavioral; Behavioral Research; Brain; Child; Child Language; Cognitive; Complex; Consensus; Data; Development; Diagnosis; Exhibits; Exposure to; Foundational Skills; Functional Magnetic Resonance Imaging; Future; Genetic Risk; Goals; Grouping; Heterogeneity; Hippocampus (Brain); Impairment; Individual; Intervention Studies; Investigation; Judgment; Language; Language Development; Language Development Disorders; Learning; Learning Skill; Light; Linguistics; Link; Measures; Methods; Modality; Neurocognitive; Online Systems; Pattern; Performance; Phenotype; Population; Process; Publishing; Reporting; Research; Research Design; Role; Sampling; Sensory; Severities; Social Environment; Stimulus; Structure; Testing; Time; Training; Variant; Visual; Vocabulary; Work; autism spectrum disorder; autistic children; base; behavioral phenotyping; cognitive process; effective intervention; individuals with autism spectrum disorder; innovation; language impairment; learning ability; neuroimaging; neuromechanism; novel; phonology; recruit; relating to nervous system; response; skills; social; specific language impairment; statistical learning; statistics; white matter

Abstract ! Children with Autism Spectrum Disorder (ASD) show enormous heterogeneity in core language abilities, such as phonology and grammar. Over 50% of verbal children with ASD have borderline or impaired language. Deciphering how children with ASD learn language is important for understanding the heterogeneity of language abilities in this population, as well as for the development of more effective interventions for children with ASD who also have language difficulties. Based on decades of behavioral research in typical language acquisition, statistical learning is essential for encoding rich regularities and variability for first language development. Whereas statistical learning has been linked to typical language development and Developmental Language Disorder (DLD), existing studies investigating statistical learning in ASD lack consensus regarding whether statistical learning is impaired in ASD. Both the enormous heterogeneity of ASD population and the recently reported variation in one’s ability to learn statistics across linguistic and non-linguistic domains, as well as across sensory modalities, might have contributed to such inconclusive results. The overall goal of this research is to understand whether the language heterogeneity in ASD can be attributed to variations of statistical learning in a specific domain (linguistic vs. nonlinguistic) or modality (auditory vs. visual). Aim 1 proposes to first characterize the relationship between children’s language abilities and statistical-learning profiles across domains and modalities in a large sample of children with ASD (6 to 8 years old) and typically developing (TD) controls. Both groups will be evaluated using a novel web-based testing platform. Aim 2 will focus on probing the neural mechanisms during statistical learning in each domain and modality in ASD, and how relative strengths and weaknesses in the groupings are related to language performance. Comparing the neural responses during statistical learning tasks among children with ASD in relation to high vs. low statistical learning abilities grouped by domain and modality, the study will test whether language performance in ASD is related to domain-specific, modality-specific, or domain/modality-general neural substrates of statistical learning. The proposed study will pave the way towards a deeper understanding of the mechanisms involved in language impairment in ASD. The results will provide crucial preliminary data for future investigations aiming to elucidate the causal relationship between statistical learning ability and language learning in a longitudinal intervention study and how statistical learning profile is related to different genetic risks in children with ASD.

抽象的 呢 自闭症谱系障碍（ASD）的儿童在核心语言能力中表现出巨大的异质性，例如 作为语音和语法。超过50％的ASD言语儿童具有边缘或语言受损。 解读ASD学习语言的孩子如何对理解语言的异质性很重要 该人群的能力以及为ASD儿童开发更有效的干预措施 他们也有语言困难。根据数十年来典型语言获取的行为研究， 统计学习对于编码丰富的规律性和对第一语言发展的可变性至关重要。 而统计学习与典型的语言发展和发展语言有关 障碍（DLD），研究ASD中统计学习的现有研究缺乏关于是否是否达成共识 统计学习在ASD中受到损害。 ASD人群的巨大异质性和最近的巨大异质性 报道了一个人在语言和非语言领域学习统计数据的能力差异，以及 感官方式可能导致了这种不确定的结果。这项研究的总体目标是 了解ASD中的语言异质性是否可以归因于统计学习的变化 特定领域（语言与非语言）或模态（听觉与视觉）。目标1首先要描述的建议 儿童语言能力与跨领域的统计学习概况之间的关系以及 大量ASD儿童（6至8岁）和通常发育（TD）对照的模式。两个都 将使用基于Web的新型测试平台评估组。 AIM 2将专注于探测神经 在每个领域的统计学习中的机制和ASD中的方式，以及相对优势和如何相对的优势和 分组中的弱点与语言表现有关。比较在 与高统计学习能力有关的ASD儿童的统计学习任务分组 根据领域和模态，该研究将测试ASD中的语言性能是否与域特异性相关， 统计学习的特定于模态或领域/模态神经基板。拟议的研究将 铺平了对ASD语言障碍涉及的机制的更深入了解。 结果将为未来的研究提供关键的初步数据，以阐明因果关系 在纵向干预研究中，统计学习能力和语言学习之间 学习概况与ASD儿童的不同遗传风险有关。