Identification of Differences in Verb Learning between Late Talkers and Typically Developing Children

识别晚说话者和正常发育儿童之间动词学习的差异

• 批准号: 10577014
• 负责人: Sabrina Elise Horvath
• 金额: $ 18.88万
• 依托单位: MEDICAL UNIVERSITY OF SOUTH CAROLINA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10577014
• 关键词: 2 year old; 6 year old; Age; Child; Data; Development; Etiology; Event; Failure; Foundations; Future; Goals; Hearing; Individual; Intervention; Knowledge; Label; Language; Language Development; Language Disorders; Learning; Linguistics; Literature; Longevity; Longitudinal Studies; Longitudinal trends; Measures; Outcome; Pathologist; Pattern; Performance; Play; Process; Production; Regression Analysis; Research; Research Personnel; Risk; Role; Running; Sampling; Sign Language; Speech; Structure; Testing; Toddler; Training; Vocabulary; design; developmental disease; effective intervention; efficacious intervention; executive function; hearing impairment; individual response; insight; language disorder diagnosis; language outcome; language processing; lexical; literacy; novel; outcome prediction; peer; processing speed; skills; social skills; success; syntax; visual tracking; word learning

PROJECT SUMMARY Absent known deficits such as hearing loss or developmental disorder, approximately 15% of two-year-olds nevertheless have atypically small expressive vocabularies. These “late talkers” (LTs) are at increased risk for a later diagnosis of language disorder, and even those LTs who are not diagnosed still have poorer long-term language outcomes as compared to their typically developing peers (TDs). At present, we do not know why some children struggle to develop their vocabularies, and we are unable to predict which LTs are at greatest risk for language disorder. This project focuses on toddlers’ verb vocabularies because of the role that verbs play in developing grammar. Difficulty with verbs is considered a warning sign for later language disorder, and children with language disorder in turn struggle particularly with verbs. To learn new verbs, toddlers use information derived from the surrounding linguistic context, such as sentence structure. However, this ability is predicated on preexisting knowledge of verbs. Concerningly, our prior research indicates that LTs and TDs differ in early verb knowledge: LTs have more result verbs (i.e., verbs that denote the result of an event, such as “break”) than manner verbs (i.e., verbs that denote how an event unfolds, such as “run”) in their vocabularies. This pattern mimics biases for result over manner meanings observed in older children with language disorder. However, TDs have more manner than result verbs throughout development. In contexts where verb learning is dependent on knowledge of manner versus result meanings, LTs and TDs are likely to perform differently. In Aim 1/Study 1, we consider one such manipulation: Whether the sequencing of the linguistic information (i.e., the verb) and its referent action impacts verb learning. TDs appear to learn manner verbs best when the verb precedes the action, but they learn result verbs best when the verb follows the action. However, older children with language disorder better learn verbs when they follow the action, irrespective of verb meaning. We hypothesize that LTs will show the same pattern as older children with language disorder because they also have a bias for result over manner verbs. If true, this would be the first demonstrated verb learning difference between LTs and TDs. Learning a verb’s meaning from its linguistic context also requires that children be able to process the given linguistic information. Conversely, children who do not process the linguistic context fail to learn new verb meanings. It has been hypothesized that children who are faster linguistic processors are better verb learners, but this has not yet been demonstrated experimentally. In Aim 2/Study 2, we consider the relationship between concurrent processing of familiar words and performance on a verb-learning task (i.e., Study 1). We hypothesize that for both LTs and TDs, those who are faster to process familiar words will also be better at verb learning. The final sample will include 52 toddlers (26 LTs; 26 TDs, ages 24.0 – 30.9 months) who will complete both studies. Data will be collected using eye tracking, and regression analyses will be used to test our hypotheses. Results from Aim 1/Study 1 will support future research on verb-learning interventions for LTs. Results from Aim 2/Study 2 will provide the basis for future longitudinal studies aimed at predicting outcomes for LTs.

项目摘要 缺乏已知的定义了听力损失或发育障碍，大约有15％的两岁儿童 然而，具有非典型的表现力。这些“已故的谈话者”（LTS）的风险增加了 诊断语言障碍，甚至那些未被诊断的LTS诊断仍然具有较差的长期语言结果 与他们通常发展的同龄人（TD）相比。目前，我们不知道为什么有些孩子努力发展 他们的词汇，我们无法预测哪些LTS对语言障碍有最大的风险。 该项目的重点是幼儿的动词人声，因为动词在发展语法中的作用。 动词难度被认为是后来语言障碍的警告信号，而语言障碍的儿童反过来又是警告信号 尤其是动词挣扎。要学习新动词，幼儿使用从周围语言中得出的信息 上下文，例如句子结构。但是，这种能力是在动词的先前知识上预测的。关于， 我们先前的研究表明，LTS和TD在早期动词知识中不同：LTS具有更多的结果动词（即动词，该动词 表示事件的结果，例如“断裂”），而不是动词（即，表示事件如何展开的动词，例如 “ run”）在他们的声音中。这种模式模仿了结果的偏见，而在年龄较大的儿童中观察到的方式 语言障碍。但是，在整个开发过程中，TD的方式比结果动词多。在动词的上下文中 学习取决于对方式与结果含义的知识，LTS和TD的表现可能不同。 在AIM 1/研究1中，我们考虑了一种这样的操作：语言信息的测序是否（即 动词）及其参考作用会影响动词学习。当动词之前，TD似乎最好地学习动词动词 动作，但是当动词遵循动作时，他们最好地学习结果动词。但是，年龄较大的语言障碍儿童 无论动词含义如何，都会在遵循动作时学习动词。我们假设LTS将显示同样的 模式为年龄较大的语言障碍儿童，因为他们对动词的方式也有偏见。如果是真的，这 将是LTS和TDS之间的第一个展示的动词学习差异。 从语言环境中学习动词的含义也要求孩子能够处理给定的 语言信息。相反，不处理语言环境的孩子无法学习新的动词含义。它 已经假设，更快的语言处理器的孩子是更好的动词学习者，但这还没有 实验证明。在AIM 2/研究2中，我们考虑了熟悉的并发处理之间的关系 动词学习任务的单词和表现（即研究1）。我们假设对于LTS和TD， 更快地处理熟悉的单词也将在动词学习方面更好。 最终样本将包括52个幼儿（26 lts; 26 TD，年龄在24.0 - 30.9个月）将完成两者 研究。数据将使用眼睛跟踪收集，并将使用回归分析来检验我们的假设。结果 来自AIM 1/研究1将支持对LTS的动词学习干预措施的未来研究。 AIM 2/研究2的结果将 为未来的纵向研究提供了旨在预测LT结果的纵向研究的基础。