Genetic Factors in Speech Learning

言语学习中的遗传因素

• 批准号: 7850274
• 负责人: PATRICK C M WONG
• 金额: $ 10.53万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-17 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7850274
• 关键词: Acoustics; Adult; Affect; Alleles; Area; Auditory; Base of the Brain; Behavior; Behavioral; Brain; Collaborations; Communication; Complex; Cues; Development; Discipline; Environmental Risk Factor; Foundations; Functional Magnetic Resonance Imaging; Funding; Genes; Genetic; Genetic Population Study; Genetic Predisposition to Disease; Growth; Haplogroup; Human; Individual Differences; Laboratories; Language; Language Development; Learning; Left; Link; Measures; Methods; Microcephaly; Molecular Biology; Mutation; National Institute on Deafness and Other Communication Disorders; Pattern; Peripheral; Phonetics; Physiological; Process; Production; Proteomics; Recovery; Rehabilitation therapy; Research; Research Personnel; Risk; Sampling; Science; Shapes; Signal Transduction; Specificity; Speech; Strategic Planning; Time; Training; Typology; Variant; Voice; base; clinical Diagnosis; cognitive neuroscience; cost; craniofacial; experience; foreign language; hearing impairment; hemodynamics; interest; language processing; lexical; protein expression; public health relevance; relating to nervous system; research and development; research study; response; success

DESCRIPTION (provided by applicant): Genetic factors, along with environmental factors such as long- and short-term experiences, shape the physiologic foundations for the acquisition of communicative behaviors. Although much research has been conducted on the genetic bases of peripheral hearing loss and craniofacial anomalies that result in speech production deficits, no research has focused on the genetic predispositions associated with success in language learning in adulthood. Such lack of research occurs in the context of a longstanding pattern of findings indicating large individual differences in language recovery, auditory training, and second language learning. The proposed research synergistically builds upon three independent lines of recent (within past 6 months) high- impact research developments, with the aim to produce transformative findings concerning the interactions among language learning, the brain, and genetic differences. These latest developments include: 1) the association between individual differences in language learning and neuroanatomic and neurophysiologic differences (Wong et al., 2007; Wong et al., in press); 2) the genetic link to differences in language typology (Dediu & Ladd, 2007); and 3) the association between specific allelic variations and brain functions (Buckholtz et al., 2007; Gurling et al., 2007). Although possessing a significant risk, this research will form a foundation for proteomic studies examining protein expression patterns that are directly consequential to brain development that affects spoken language processing and learning, including rehabilitative/habilitative audiologic, and neurogenic language treatment paradigms. This research is not only particularly timely, but is also consistent with all priority areas stated in the latest NIDCD strategic plan (FY2006-2008). It will bring together investigators from two ends of the communication sciences discipline (molecular biology and cognitive neuroscience) for a lifelong collaboration on high-impact research of broad significance to clinical diagnosis and treatment. The specific aims are 1) to examine whether spoken language differences and the accompanying neural differences are associated with specific allelic variations; and 2) to examine whether such allelic variations are specific to one type or multiple types of spoken language learning. PUBLIC HEALTH RELEVANCE: Genetic and environmental factors affect our brain and its function including language communication. In an increasingly multi-lingual/multi-cultural world, many people, including adults, are interested in learning a foreign language even though it is difficult for them to do so. Our proposed research seeks to understand why some people can learn spoken language more successfully than others by examining genetic differences across learners.

描述（由申请人提供）：遗传因素，以及诸如长期和短期经验之类的环境因素，塑造了获得交流行为的生理基础。尽管已经对导致言语产生缺陷的外周听力损失和颅面异常的遗传基础进行了大量研究，但没有任何研究集中在成年后与语言学习成功相关的遗传倾向。这种缺乏研究的情况发生在长期以来的发现模式的背景下，表明语言恢复，听觉培训和第二语言学习的个体差异很大。拟议的研究协同建立在最近（过去6个月内）高影响研究发展的三个独立线上，旨在产生有关语言学习，大脑和遗传差异之间相互作用的变革性发现。这些最新的发展包括：1）语言学习中个体差异与神经解剖学和神经生理学差异之间的关联（Wong等，2007； Wong等人，印刷中）； 2）与语言类型学差异的遗传联系（Dediu＆Ladd，2007年）； 3）特定等位基因变异与脑功能之间的关联（Buckholtz等，2007； Gurling等，2007）。尽管具有重大风险，但这项研究将构成蛋白质组学研究的基础，研究蛋白质表达模式，这对大脑发育直接影响，影响口语的语言处理和学习，包括康复/疗法的听力学和神经源性语言治疗范围。这项研究不仅特别及时，而且与最新的NIDCD战略计划（2006- 2008财年）中所述的所有优先领域保持一致。它将从传播科学学科的两端（分子生物学和认知神经科学）中汇集研究人员，以在对临床诊断和治疗方面具有广泛意义的高影响力研究进行终生合作。具体目的是1）检查口语差异和随附的神经差异是否与特定的等位基因变化有关； 2）检查这种等位基因变化是否特定于一种类型或多种类型的口语学习。公共卫生相关性：遗传和环境因素影响我们的大脑及其功能，包括语言交流。在越来越多的多语言/多元文化世界中，包括成年人在内的许多人对学习外语感兴趣，尽管他们很难做到这一点。我们提出的研究试图理解为什么有些人可以通过研究学习者的遗传差异来比其他人更成功地学习口语。

项目成果

Large-scale cortical network properties predict future sound-to-word learning success.

• DOI: 10.1162/jocn_a_00210
• 发表时间: 2012-05
• 期刊: Journal of cognitive neuroscience
• 影响因子: 3.2
• 作者: Sheppard JP;Wang JP;Wong PC
• 通讯作者: Wong PC

Linking neurogenetics and individual differences in language learning: the dopamine hypothesis.

• DOI: 10.1016/j.cortex.2012.03.017
• 发表时间: 2012-10
• 期刊: CORTEX
• 影响因子: 3.6
• 作者: Wong, Patrick C. M.;Morgan-Short, Kara;Ettlinger, Marc;Zheng, Jing
• 通讯作者: Zheng, Jing

Large-scale cortical functional organization and speech perception across the lifespan.

• DOI: 10.1371/journal.pone.0016510
• 发表时间: 2011-01-31
• 期刊: PloS one
• 影响因子: 3.7
• 作者: Sheppard JP;Wang JP;Wong PC
• 通讯作者: Wong PC

White matter anisotropy in the ventral language pathway predicts sound-to-word learning success.

• DOI: 10.1523/jneurosci.0999-11.2011
• 发表时间: 2011-06-15
• 期刊: The Journal of neuroscience : the official journal of the Society for Neuroscience
• 作者: Wong FC;Chandrasekaran B;Garibaldi K;Wong PC
• 通讯作者: Wong PC