Lexico-semantic abilities in early language growth and delay

早期语言发展和延迟的词汇语义能力

基本信息

批准号：
10576365
负责人：
Arielle Borovsky
金额：
$ 65.38万
依托单位：
PURDUE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-03-01 至 2026-02-28
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10576365
关键词：
Address Affect Age Child Clinical Data Development Diagnostic Early Diagnosis Early identification Environment Future Goals Graph Growth Health Individual Individual Differences Infant Intervention Knowledge Language Language Delays Language Development Language Development Disorders Language Disorders Lead Learning Learning Skill Manuals Maps Measurement Measures Methodology Modeling Nursery Schools Outcome Population Heterogeneity Production Productivity Public Health Reporting Research Research Personnel Risk Sampling School-Age Population Schools Semantics Structure Toddler Traction Vocabulary early experience experience improved insight interest language impairment language outcome language processing lexical novel prevent rapid growth recruit response skills social specific language impairment timeline verbal visual tracking word learning

项目摘要

Project Summary: Children with language disorders are at risk for a host of negative health and academic consequences, and represent at least 7% of the school-aged population. This project addresses two critical public-health needs regarding language disorders: (1) Characterizing early lexico-semantic skill trajectories with the goal of (2) Improving early identification. We focus on several promising assessments of lexico-semantic abilities in toddlers, as lexico-semantic skills are a component of language which is affected in school-age children with developmental language disorders, and can also be reliably measured in toddlers. We propose to recruit a large group of 18-month-old toddlers with a diverse set of language abilities and backgrounds and then follow these children longitudinally to assess whether and how growth in three main lexico-semantic skills (structure, learning, and processing) predicts language outcomes at age 4, when clinical language disorder status can initially be assessed. To fully characterize how early skills and trajectories lead to later outcomes, we carry out several analyses on concurrent and predictive relations between skills and create detailed models of children's early lexicons. This project will advance our ability to detect early language disorders by evaluating the degree to which early skills in recognizing relationships between known and novel word meanings might serve as a marker of longer-term language delays.

项目概要：患有语言障碍的儿童面临着一系列负面健康和学业后果的风险，并且至少占学龄人口的 7%。该项目解决了两个关键的公共卫生需求关于语言障碍：（1）表征早期词汇语义技能轨迹，目标是（2）改善早期识别。我们重点关注几个有希望的词汇语义能力评估幼儿，因为词汇语义技能是语言的一个组成部分，学龄儿童会受到影响发育性语言障碍，也可以在幼儿中进行可靠测量。我们建议招聘一名一大群 18 个月大的幼儿，他们具有不同的语言能力和背景，然后跟随这些孩子纵向评估三种主要词汇语义技能（结构、学习和处理）可预测 4 岁时的语言结果，此时临床语言障碍状态可以初步进行评估。为了充分描述早期技能和轨迹如何导致后来的结果，我们进行了对技能之间的并发和预测关系进行多项分析，并创建儿童的详细模型早期的词典。该项目将通过评估程度来提高我们检测早期语言障碍的能力识别已知词义和新词义之间关系的早期技能可以作为长期语言发育迟缓的标志。