Rhythm in Atypical Language Development: Mechanisms and Individual Differences

非典型语言发展的节奏：机制和个体差异

• 批准号: 8959304
• 负责人: Reyna Leigh Gordon
• 金额: $ 10.72万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-15 至 2016-04-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8959304
• 关键词: Accounting; Acoustics; Address; Affect; Age; Auditory; Behavioral; Brain; Child; Child Language; Clinical; Cognitive; Competence; Complex; Cues; Development; Disease; Electroencephalography; Elements; Event; Expectancy; Foundations; Funding; Future; Goals; Grant; Individual Differences; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Measures; Mediator of activation protein; Methodology; Methods; Music; Outcome; Perception; Performance; Phenotype; Population; Recruitment Activity; Research; Role; School-Age Population; Short-Term Memory; Signal Transduction; Speech; Statistical Models; Stimulus; Stream; Stress; Structure; Testing; Time; Training; Translational Research; Variant; Vocabulary; Work; behavior measurement; clinically significant; cognitive neuroscience; directed attention; expectation; innovation; peer; phrases; prevent; public health relevance; relating to nervous system; response; skills; social; specific language impairment; syntax; theories; traditional therapy; word learning

 DESCRIPTION (provided by applicant): To understand speech and eventually develop communicative language skills, young children must segment and parse a complex acoustic signal. Recent theoretical accounts propose that rhythmic variations in the speech signal facilitate language acquisition by entraining neural oscillations and directing attention to specifc moments in time, such as phrase boundaries. In particular, our preliminary work shows a strong association between musical rhythm and grammar skills in typically developing children. The proposed R03 extends this work to children with Specific language impairment (SLI, a disorder which affects 7% of young children in the U.S.) to investigate rhythm deficits in this population and determine to what extent rhythm skills in these children are predictive of their language difficulties in grammar and word learning. Thus the long-term goal of this project is to identify individual differences in rhythm sensitivity that predict language acquisition outcomes, by differentiating musical and speech rhythm skills from other known factors in disordered language development, as well as illuminating the neural and cognitive mechanisms by which rhythm deficits may impede language development. This R03 proposal employs an individual differences approach as the first step towards this goal, using an original combination of methodologies drawn from child language development, cognitive neuroscience, and statistical modeling. Aims 1a and 1b of the grant will differentiate the respective contributions of speech rhythm, musical rhythm, and auditory working memory to grammar skills in children that have a wide range of grammatical abilities, in addition to investigating the role of rhythm sensitivity in SLI phenotype. Aim 2 will investigate rhythm sensitivity as a predictor in the ability of children with SLI to segment the speech signal and learn word forms. The impact of this project is a better understanding of how rhythm perception contributes to significant grammar and word learning challenges faced by children with SLI, setting the foundation for future translational research directed toward incorporating rhythm in clinical approaches to SLI. These findings are expected to lay important groundwork for future longitudinal work that will test the utility of rhythm in predicting language outcomes, including the following: response to treatments that implicitly manipulate prosody, a causal influence of rhythm training/rhythm skills on grammatical development and word learning, and utilization of rhythm sensitivity to help discern which late-talking children will resolve from those who will develop SLI.

 描述（由适用提供）：要了解语音，有时还要发展交流语言技能，幼儿必须细分并解析复杂的声学信号。最近的理论叙述建议，语音信号的节奏变化通过吸引神经振荡并将注意力引导到时间时刻（例如短语边界）来促进语言的获取。特别是，我们的初步工作表明，在典型发展的儿童中，音乐节奏和语法技能之间的联系很强。拟议的R03将这项工作扩展到具有特定语言障碍的儿童（SLI，一种影响美国7％的幼儿的疾病），以调查节奏在该人群中定义，并确定这些孩子的节奏技能在多大程度上可以预测他们的语法和文字学习中的语言困难。该项目的长期目标是通过将音乐和语音节奏技能与无序语言发展中的其他已知因素区分开来确定节奏敏感性的个体差异，从而预测语言的习得结果，并阐明了节奏的神经和认知机制，从而可以定义这种神经和认知机制。 R03提案员工采用个人差异方法作为实现此目标的第一步，使用了从儿童语言发展，认知神经科学和统计建模的方法组合。 AIMS 1A和1B的赠款将区分语音节奏，音乐节奏和听觉工作记忆的相对贡献，以及具有各种语法能力的儿童的语法技能，此外还研究了节奏敏感性在节奏敏感性中的作用。 SLI表型。 AIM 2将研究节奏敏感性作为SLI儿童分割语音信号和学习单词形式的能力的预测因子。该项目的影响是更好地理解节奏感知如何促进SLI儿童面临的重要语法和单词学习挑战，这为未来的转化研究奠定了基础，该研究致力于将节奏纳入SLI的临床方法。这些发现有望为未来的纵向工作奠定重要的基础，该工作将测试节奏在预测语言结果中的实用性，包括以下内容：对隐式操纵韵律的治疗的反应，节奏培训/节奏技能对语法发展和单词学习和言语学习的因果影响，以帮助那些敏感的孩子会降级为尊贵的孩子。