Integrating the Timescales of Word Learning

整合单词学习的时间尺度

• 批准号: 8048133
• 负责人: LARISSA K SAMUELSON
• 金额: $ 23.47万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2015-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8048133
• 关键词: Accounting; Address; Behavior; Binding; Brain; Categories; Child; Child Development; Cognition; Cognitive; Complex; Comprehension; Coupling; Decision Making; Development; Goals; Grant; Individual; Intervention; Language; Learning; Link; Modeling; Motor; Participant; Population; Process; Production; Research; Shapes; Short-Term Memory; System; Testing; Time; Visual; Visuospatial; Vocabulary; Word Processing; Work; base; behavior prediction; cognitive function; executive function; flexibility; long term memory; memory process; novel; premature; programs; public health relevance; relating to nervous system; research study; response; simulation; specific language impairment; theories; visual cognition

DESCRIPTION (provided by applicant): Word learning is a complex phenomenon because it is tied to many different behaviors. It also involves many different perceptual and conceptual systems and is extended in time. Although complex, achieving a richer understanding of early word learning is a fundamental goal given that vocabulary development is correlated with later cognitive functioning and with processes that have a pervasive impact on general cognitive abilities such as executive function. Moreover, deficits in early word learning have a profound effect on cognitive functioning in atypical populations including children with specific language impairment. Given the complexity of word learning, a central challenge has been to establish empirical paradigms that effectively reveal the processes of word learning and to develop new theories that uncover the mechanisms that move word learning forward. Our previous work suggests word learning occurs in a cascade of individual decisions about word meaning in the moment. These decisions build on each other to shape subsequent decisions and, over multiple timescales, create developmental change. The goal of this grant is to develop and test a unified model of word learning that captures processes at both the second-to-second and developmental timescales and provides a process-based account of how individual behaviors accumulate to create development. The research plan builds and tests this model. Specific Aim 1 creates a unified model of word learning behaviors that extends beyond our prior work on noun generalization to include processes of comprehension, production, referent selection, and generalization from multiple exemplars. Specific Aim 2 adds a more complete account of object-word interactions and the development of word learning biases. Specific Aim 3 adds a memory process, enabling the model to learn a lexicon over multiple timescales and develop word learning biases. The end result of this work will be models of individual developmental trajectories that integrate word learning processes over multiple timescales-a necessary step towards intervention in cases of atypical development such as SLI, or prematurity. The integration of processes over multiple timescales and at the level of individual participants is an issue few models have addressed directly. Furthermore, the model we propose brings together work on object processing in visual cognition with work on early word learning an is related to a larger program of neurally-grounded modeling work that integrates across multiple visual, spatial, motor and language systems. Thus this model will be foundational to a full understanding of the multiple systems involved in word learning and vocabulary development, and to the interaction of these processes with cognition more generally. PUBLIC HEALTH RELEVANCE: The goal of this grant is to develop and test a unified model of word learning that captures both children's individual uses of words, and how these individual behaviors accumulate to create development. Achieving this goal will have broad implications for our understanding of child development because early vocabulary development is correlated with later cognitive functioning and with processes that have a pervasive impact on general cognitive abilities. The end result of this work will be models of individual children's development-a necessary step towards intervention in cases of atypical development such as late talkers, SLI, or prematurity.

描述（由申请人提供）：单词学习是一个复杂的现象，因为它与许多不同的行为相关。它还涉及许多不同的感知和概念系统，并随着时间的流逝而扩展。尽管复杂，但鉴于词汇发展与后来的认知功能以及对对执行功能等一般认知能力产生普遍影响的过程相关，对早期单词学习的了解是一个基本目标。此外，早期单词学习中的缺陷对包括具有特定语言障碍的儿童在内的非典型人群中的认知功能具有深远的影响。鉴于单词学习的复杂性，核心挑战是建立经验范式，这些范式有效地揭示了单词学习的过程，并开发了新理论，这些理论揭示了向前介绍单词学习的机制。我们以前的工作表明，一系列关于单词含义的单个决定，这是在当下的单个决定中发生的。这些决定相互建立，以塑造随后的决策，并在多个时间范围内创造发展变化。这项赠款的目的是开发和测试一个统一的单词学习模型，该模型在二到一秒和发展时间尺度上捕获过程，并提供基于过程的说明，以说明个人行为如何积累以创造发展。研究计划构建和测试了该模型。特定的目标1创建了单词学习行为的统一模型，该模型超出了我们先前在名词概括方面的工作，其中包括理解过程，生产，参考选择和来自多个示例的概括。特定目标2添加了对象词交互和单词学习偏见的发展的更完整的说明。特定目标3添加了一个内存过程，使模型能够在多个时间范围内学习词典，并发展单词学习偏见。这项工作的最终结果将是单个发展轨迹的模型，这些模型将单词学习过程整合在多个时间尺度上 - 在非典型开发（例如SLI或早产）的情况下，采取了干预的必要步骤。在多个时间尺度和个别参与者级别上的过程集成是很少有模型直接解决的问题。此外，我们提出的模型将在视觉认知中的对象处理进行工作，并在早期单词学习方面的工作与较大的神经基础建模工作有关，该计划跨越了多个视觉，空间，运动和语言系统。因此，该模型将是对单词学习和词汇开发涉及的多个系统的完全理解，以及这些过程与认知的相互作用的基础。 公共卫生相关性：这笔赠款的目标是开发和测试统一的单词学习模型，该模型捕获两个孩子的单个单词用途，以及这些个人行为如何积累以创造发展。实现这一目标将对我们对儿童发展的理解具有广泛的影响，因为早期词汇发展与后来的认知功能以及对一般认知能力产生普遍影响的过程相关。这项工作的最终结果将是单个儿童发展的模型 - 在非典型发展的情况下，例如已故的说话者，SLI或早产，朝着干预的必要步骤。