Talking Late in Two Languages

用两种语言说晚话

• 批准号: 10655025
• 负责人: Margarita Kaushanskaya
• 金额: $ 46.62万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-01 至 2028-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10655025
• 关键词: 2 year old; 4 year old; Affect; Age; Child; Child Language; Cues; Development; Education; Exposure to; Goals; Hour; Individual; Intervention; Knowledge; Language; Language Delays; Language Development Disorders; Learning; Learning Disorders; Link; Literature; Maps; Outcome; Parents; Participant; Pattern; Predictive Factor; Recording of previous events; Recovery; Resolution; Risk; Risk Factors; Role; Sampling; Series; Shapes; Structure; Suggestion; Testing; Time; Toddler; United States; Vocabulary; Work; bilingualism; experimental study; improved; insight; interest; language impairment; language outcome; novel; pediatrician; peer; protective factors; recruit; skills; spelling; statistical learning; stem; theories; word learning

Project Summary/Abstract Children’s early vocabulary skills cast a powerful predictive spell over their subsequent language48,96,97 and educational36,83,143 outcomes. At the same time, bilingual children’s language-specific vocabulary skills lag behind those of their same-age monolingual peers14,15,49,58,62,87,88,93,97,146,156,160,161,162,164. This lag in language-specific vocabulary is seen as inevitable and persistent because of distributed exposure of bilingual input across two languages109,113. The crucial gap in the literature is that the effect of distributed exposure on bilingual children’s word-learning has not been tested experimentally. The overarching goal of the proposed work therefore is to test how distributed exposure affects word learning in bilingual children. To this end, we situate the proposed study within the Cross-Situational Statistical Word Learning (CSWL) framework, where the formation of links between words and their referents relies on the ability to aggregate statistical information across multiple exposures to ambiguous mappings between multiple words and referents46,142. Rather than framing our inquiry in terms of bilingual / monolingual comparisons, we instead harness the CSWL paradigm, and focus on experimentally manipulating the exposure parameters within the bilingual participants. Our participants are Spanish-English bilingual toddlers with typical language and who are late to talk, as well as Spanish-English bilingual children with Developmental Language Disorder (DLD). Specific Aim 1 is to test the effect of distributed exposure on CSWL in samples of 2-year-old bilingual toddlers enriched for history of late-talking. In a series of four experiments, we will systematically manipulate exposure parameters, and test specific, mechanistic hypotheses regarding the effects of these manipulations on children’s CSWL. Specific Aim 2 is to test the developmental trajectory of distributed-exposure effects and language outcomes in bilingual children with a history of late-talking. The same children recruited under Specific Aim 1 will be tested again at age 4, enabling us to examine how learning from distributed exposure changes over time, and identify factors that predict recovery of expressive language skills in bilingual late-talkers. Specific Aim 3 is to test the effect of distributed exposure on word learning in 4-year-old bilingual children with DLD. The prediction stemming from bilingual/monolingual comparisons literature is that distributed exposure will interfere with learning (vs. single- language exposure). The alternative prediction stemming from theories of CSWL172,174 and from the limited experimental studies of bilingual learning73,119 is that effects of distributed exposure may be limited, or even facilitative for bilingual children. Proposed studies will move theories of bilingualism and of CSWL forward by identifying the specific mechanisms by which distributed exposure does (or do not) impact word learning in bilingual children. In practical terms, the proposed studies will reveal whether there is an optimal exposure/intervention strategy for successful acquisition of two languages, and whether it works equally well for children with typical language skills and for children who are at risk for language impairment.

项目概要/摘要 儿童早期的词汇技能对他们随后的语言具有强大的预测作用48,96,97 教育36,83,143 结果同时，双语儿童的特定语言词汇技能落后。 他们的同龄单语同龄人14,15,49,58,62,87,88,93,97,146,156,160,161,162,164。 由于双语输入在两个人之间的分布式暴露，词汇被视为不可避免且持久的。 语言109,113 文献中的关键差距在于分布式接触对双语的影响。 儿童的单词学习尚未经过实验测试。 因此，我们要测试分布式接触如何影响双语儿童的单词学习。 将拟议的研究置于跨情境统计单词学习（CSWL）框架内，其中 单词与其所指对象之间联系的形成依赖于聚合统计信息的能力 跨越多个单词和所指对象之间的模糊映射的多次暴露46,142。 根据双语/单语比较来构建我们的调查，我们利用 CSWL 范式， 并专注于通过实验操纵双语中的曝光参数。 参与者都是西班牙语-英语双语幼儿，具有典型的语言，而且说话也很晚 作为患有发育性语言障碍 (DLD) 的西班牙语-英语双语儿童，具体目标 1 是 在丰富历史记录的 2 岁双语幼儿样本中测试分布式暴露对 CSWL 的影响 在一系列的四个实验中，我们将系统地操纵曝光参数并进行测试。 关于这些操作对儿童 CSWL 的影响的具体机制假设。 目标 2 是测试双语中分布式暴露效应和语言结果的发展轨迹 有晚说话史的儿童将在特定目标 1 下再次接受测试。 4 岁，使我们能够检查分布式暴露中的学习如何随时间变化，并确定因素 预测双语迟发者语言表达能力恢复的具体目标 3 是测试效果。 该预测源于 4 岁双语 DLD 儿童的单词学习情况。 双语/单语比较文献指出，分布式接触会干扰学习（与单语相比） 语言暴露）的替代预测源于 CSWL172,174 的理论和有限的。 双语学习的实验研究73,119 分布式接触的影响可能是有限的，甚至 拟议的研究将推动双语和 CSWL 理论的发展。 确定分布式接触确实（或不）影响单词学习的具体机制 实际上，拟议的研究将揭示是否存在最佳选择。 成功习得两种语言的接触/干预策略，以及它是否同样适用于 具有典型语言技能的儿童和有语言障碍风险的儿童。