Touch to learn: How sensory cues impact word segmentation and learning

触摸学习：感官线索如何影响分词和学习

• 批准号: 10584077
• 负责人: Arielle Borovsky
• 金额: $ 26.9万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10584077
• 关键词: Achievement; Affect; Age; Attention; Auditory; Behavioral; Caregivers; Child; Child Rearing; Clinical; Competence; Cueing for speech; Cues; Deceleration; Development; Early Intervention; Environment; Exposure to; Goals; Hearing; Heart Rate; Infant; Intervention; Knowledge; Label; Language; Language Delays; Language Development; Language Disorders; Language Therapy; Learning; Linguistics; Maps; Measures; Mediating; Mission; Modality; Nature; Oral; Parents; Physiological; Play; Research; Risk; Role; Semantics; Sensory; Series; Siblings; Signal Transduction; Smell Perception; Speech; Speed; Stream; System; Tactile; Taste Perception; Temperature; Testing; Texture; Time; Toddler; Touch sensation; Training Programs; Treatment Protocols; United States National Institutes of Health; Vision; Visual; Work; autism spectrum disorder; clinically significant; design; experience; experimental study; high risk; high risk infant; improved; insight; language outcome; lexical; low socioeconomic status; mathematical ability; multimodality; multisensory; phonology; sensor; sensory input; sensory system; social; sound; syntax; theories; visual tracking; word learning

Project summary Infants experience language in a rich multimodal world in which sounds, sights, smells, tastes, and touches occur together. How do these modalities, and their presence in the input, contribute to fundamental aspects of lexical acquisition? We explore how infants exploit multi- compared with uni-modal input as they segment wordforms from continuous speech and map meanings to wordforms. We hypothesize that the ability to make use of multimodal information including touch (a fundamental social signal) in the input facilitates infants' language learning by contributing information relevant to the alignment of word boundaries and the association of word meaning to wordforms. In Aim 1 (Experiments 1a-c) we determine whether sensory input that incorporates more modalities aligned with speech input, results in improved segmentation of the speech stream and improved attention to word edges for infant learners. In Aim 2 (Experiments 2a and 2b) we determine whether sensory input that incorporates more modalities associated with objects results in improved word learning for language learners. Our approach builds on our preliminary work showing that (a) caregiver touch+speech alignment and co- occurrence is common in interactions with infants and (b) infants use multisensory information in early language learning tasks. The design exploits behavioral and physiological measures to examine whether the alignment (Aim 1) and/or association (Aim 2) of multimodal touch, speech, and visual cues influence language learning in typically developing children. The proposed research is significant for its clinical and theoretical implications. First, it is clinically significant since exploring the role of multimodal cues on language learning may impact clinical approaches since current language therapies or interventions concerning the input tend to emphasize auditory alone or auditory+visual domains, but not tactile ones. Thus, discoveries concerning the child's use of multimodal information which includes touch in language learning could lead to new avenues for early intervention for infants and toddlers showing delayed language acquisition or who are at-risk of language disorders. Second, this work is theoretically significant since it explores how multimodal information may help the learner at different levels of representation (wordform representations, semantic representations) in ways that could constrain the language learning problem. The findings from this research will challenge our views concerning what kinds of informational streams infants attend to when learning language, and thus influence intervention and parenting practices.

项目概要 婴儿在丰富的多模态世界中体验语言，其中包括声音、视觉、气味、味道和触摸 这些模式及其在输入中的存在如何共同影响基本方面。 我们探讨婴儿在分段时如何利用多模态输入和单模态输入 我们捕捉到了利用连续语音的词形并将含义映射到词形的能力。 输入中包括触摸（基本社交信号）在内的多模态信息有助于婴儿的语言发展 通过提供与单词边界对齐和单词关联相关的信息来学习 在目标 1（实验 1a-c）中，我们确定感官输入是否包含了意义。 更多与语音输入一致的模态，可以改善语音流的分割并改善 在目标 2（实验 2a 和 2b）中，我们确定婴儿学习者是否注意单词边缘。 包含更多与对象相关的模式的输入可以改善语言的单词学习 我们的方法建立在我们的初步工作的基础上，该工作表明（a）护理人员触摸+言语协调和合作。 这种情况在与婴儿的互动中很常见，并且 (b) 婴儿在早期语言中使用多感官信息 该设计利用行为和生理测量来检查是否对齐。 多模式触摸、语音和视觉提示（目标 1）和/或关联（目标 2）影响语言学习 通常是发育中的儿童。 拟议的研究因其临床和理论意义而具有重要意义，首先，它具有临床意义。 因为探索多模式线索对语言学习的作用可能会影响临床方法，因为目前 有关输入的语言治疗或干预往往强调单独听觉或听觉+视觉 因此，关于儿童使用多模式信息的发现。 将触摸纳入语言学习可能会为婴幼儿早期干预带来新途径 其次，这项工作在理论上是存在的。 意义重大，因为它探讨了多模态信息如何帮助不同表征水平的学习者 （词形表示、语义表示）以可能限制语言学习问题的方式。 这项研究的结果将挑战我们关于婴儿的信息流类型的观点 学习语言时注意，从而影响干预和育儿实践。