Audiovisual processing in children with developmental language disorder

发育性语言障碍儿童的视听处理

• 批准号: 10375491
• 负责人: Natalya Kaganovich
• 金额: $ 32.5万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-04-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10375491
• 关键词: Adult; Affect; Area; Articulation; Attention; Auditory; Behavioral; Binding; Brain; Child; Child Language; Childhood; Clinical; Cognitive; Complex; Cueing for speech; Data Analyses; Development; Event; Face; Future; Goals; Impairment; Individual; Intelligence; Intervention; Judgment; Knowledge; Laboratories; Language; Language Development; Language Development Disorders; Language Disorders; Lead; Learning; Life; Linguistics; Maps; Modality; Motion; Motor; Movement; Nature; Personal Satisfaction; Play; Population; Preschool Child; Process; Production; Research; Role; Sensory; Shapes; Speech; Speech Perception; Speech Sound; Stimulus; Stuttering; Techniques; Testing; Training; Vision; Visual; audiovisual speech; autism spectrum disorder; behavior measurement; hearing impairment; improved; lexical; lexical processing; multisensory; nervous system disorder; neural network; neurodevelopment; neuromechanism; noise perception; peer; phonology; prevent; public health relevance; relating to nervous system; remediation; skills; specific language impairment; speech in noise; speech processing; stem; theories; visual information; visual processing; visual speech

Project Summary – Audiovisual processing in developmental language disorder Emerging developmental studies show that visual speech cues facilitate the acquisition of important building blocks of language, such as phonemes and words, and shape the development of both speech production and speech perception. Because visual speech cues influence multiple aspects of typical language acquisition, and speech perception more generally, we ask whether impairment in the processing of visual articulatory movements and/or difficulty in integrating such movements with concurrent auditory speech may underlie some of the deficits observed in children with developmental language disorder (DLD). DLD is characterized by difficulties in acquiring language in the absence of an easily identifiable cause, such as hearing impairment, frank neurological disorders, or low non-verbal intelligence. It affects approximately 7% of preschool children in the US and is typically a life-long condition. Earlier studies suggest that at least some aspects of audiovisual processing are impaired in DLD, but the causes remain unknown. In this project, we propose to examine in children with DLD and their typically developing (TD) peers a set of mechanisms that are essential for normal audiovisual processing. These mechanisms include the following: (1) sensitivity to temporal relationships between events in auditory and visual modalities; (2) sensory encoding of speech-relevant visual features, namely shape and motion; (3) allocation of attention to features of complex visual objects; and (4) knowledge of auditory/articulatory correspondences for speech sounds. Examining these mechanisms in the same groups of children with DLD and TD will provide information about both the hetero/homogeneity of audiovisual impairments in DLD and the effects of impairment in just one vs. several mechanisms on audiovisual language use. We combine behavioral measures with ERP and EEG data analyses in order to map the nature of neural processes engaged by each mechanism. Understanding the causes of audiovisual processing difficulties in DLD has significant clinical implications. Audiovisual integration normally facilitates some of the linguistic skills that are impaired in DLD, such as phonological and lexical processing and speech-in-noise perception. Hence, identifying the mechanisms that prevent children with DLD from using visual speech cues as well as their TD peers do and rehabilitating them could potentially lead to improvements in these linguistic skills. Additionally, comparing the neural processes underlying audiovisual integration in children with typical and atypical language ability provides a unique window into the development of the neural networks connecting auditory and visual modalities and their impact on normal and disordered language function.

项目摘要 – 发育性语言障碍的视听处理 新兴的发展研究表明，视觉言语线索有助于获得 语言的重要组成部分，例如电话和单词，并塑造两者的发展 因为视觉言语线索影响言语产生和言语感知的多个方面。 典型的语言习得和更一般的言语感知，我们询问是否存在障碍 视觉关节运动的处理和/或将这些运动与 同时听觉言语可能是在发育障碍儿童中观察到的一些缺陷的基础 语言障碍（DLD）。 DLD 的特点是在缺乏易于识别的语言的情况下难以习得语言。 原因，例如听力障碍、明显的神经系统疾病或非语言智力低下。 大约 7% 的美国学龄前儿童患有此病，早期研究通常是一种终生病症。 表明 DLD 中视听处理的某些方面至少受到损害，但原因仍然存在 未知。 在这个项目中，我们建议检查患有 DLD 的儿童及其典型发育 (TD) 对等一组对于正常视听处理至关重要的机制。 以下：（1）对听觉和视觉模式中的事件之间的时间关系的敏感性； (2) 与语音相关的视觉特征的感觉编码，即形状和运动；(3) 分配 注意复杂视觉对象的特征；(4) 听觉/发音知识； 检查同一组儿童中语音的对应关系。 DLD 和 TD 将提供有关视听障碍的异质性/同质性的信息 DLD 以及一种与多种机制的损伤对视听语言使用的影响。 将行为测量与 ERP 和 EEG 数据分析相结合，以绘制神经网络的本质 每个机制参与的流程。 了解 DLD 视听处理困难的原因具有重要的临床意义 视听整合通常有助于某些在语言中受损的语言技能。 DLD，例如语音和词汇处理以及噪声中的语音感知。 阻止患有 DLD 的儿童像他们的 TD 同龄人一样使用视觉言语提示的机制 修复它们可能会提高这些语言技能。 比较典型和非典型儿童视听整合的神经过程 语言能力为了解连接神经网络的发展提供了一个独特的窗口 听觉和视觉方式及其对正常和紊乱语言功能的影响。