Executive Function in Children with Typical and Atypical Language Abilities

具有典型和非典型语言能力的儿童的执行功能

• 批准号: 8824912
• 负责人: Susan Ellis-Weismer
• 金额: $ 51.45万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-26 至 2016-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8824912
• 关键词: Academic achievement; Accounting; Address; Age; Attention deficit hyperactivity disorder; Behavior; Biological Models; Child; Child Development; Clinical; Cognition; Conflict (Psychology); Development; Disease; Emotional; Functional disorder; Goals; Impairment; Individual; Informal Social Control; Intervention; Judgment; Knowledge; Language; Language Development; Language Disorders; Learning; Linguistics; Link; Literature; Matched Group; Measures; Mediation; Modeling; Motivation; Nature; Neurodevelopmental Disorder; Pattern; Performance; Population; Process; Relative (related person); Reporting; Research; Research Design; Role; School-Age Population; Short-Term Memory; Specific qualifier value; Specificity; Testing; Time; Update; Variant; Vocabulary Test; autism spectrum disorder; base; bilingualism; career; cognitive process; disability; executive function; experience; indexing; innovation; insight; language processing; learning ability; lexical; novel; skills; social; social skills; specific language impairment; stem; theories

DESCRIPTION (provided by applicant): The importance of executive function (EF) in social, emotional, academic and career domains is well established. The goal of the proposed research is to investigate the association between language and EF abilities in school-age children with typical and atypical development. There are two separate lines of research that provide empirical support for the existence of a relationship between language and EF. First, research on bilingualism suggests that experience with two languages facilitates EF skills. Second, the disabilities literature has focused on whether dysfunction in executive control may be one of the factors underlying deficits associated with Specific Language Impairment (SLI) and Autism Spectrum Disorders (ASD). In both accounts, there is some conflicting evidence and both approaches are underspecified in terms of the particular components of EF and specific language functions that may be linked. The proposed project will bridge the bilingualism and the disorders literatures by examining the relationship between language and executive function in typically-developing bilingual and monolingual children, children with SLI, and children with ASD. The theoretical motivation for exploring the relationship between language and EF stems from a leading developmental theory of executive control proposed by Zelazo and colleagues. By investigating EF performance across groups with varying language abilities we aim to test a critical assumption of this model related to the use of language to manage executive control. A total of 160 children (40 per group) will participate in four studies designed to address the following three specific aims: 1) Compare the performance of bilingual, monolingual, SLI, and ASD groups matched on age and nonverbal cognition on a range of EF measures; 2) Examine the concurrent and longitudinal relationship between specific components of EF and language knowledge, processing, and learning across the groups; and 3) Directly assess the role of verbal mediation in EF across these groups with typical and atypical language abilities. The proposed project represents an innovative approach to establishing a comprehensive conceptual framework that spans the extent of individual variation from enhanced abilities in language/EF to impairments in language/EF. Findings from this project also have potential implications for targeted interventions for children with language disorders.

描述（由申请人提供）：执行功能（EF）在社会，情感，学术和职业领域中的重要性已经建立。拟议的研究的目的是调查具有典型和非典型发展的学龄儿童语言与EF能力之间的关联。有两种独立的研究线为语言与EF之间的关系提供了经验支持。首先，对双语的研究表明，具有两种语言的经验有助于EF技能。其次，残疾文献集中在执行控制中的功能障碍是否可能是与特定语言障碍（SLI）和自闭症谱系障碍（ASD）相关的缺陷的基本因素之一。在这两个方面，都有一些相互矛盾的证据，两种方法都根据EF的特定组成部分和可能链接的特定语言功能指定。拟议的项目将通过研究语言与执行功能之间的关系，在通常开发双语和单语儿童，患有SLI的孩子以及ASD的儿童中，通过研究语言与执行功能之间的关系来弥合双语和疾病文献。探索语言与EF之间关系的理论动机源于Zelazo及其同事提出的执行控制的领先发展理论。通过调查具有不同语言能力的群体的EF绩效，我们旨在测试与使用语言管理执行控制有关的模型的关键假设。共有160名儿童（每组40名）将参加四项研究，旨在解决以下三个特定目的：1）比较双语，单语，SLI和ASD组的表现，与年龄和非语言认知相匹配的EF措施； 2）检查EF的特定组成部分与语言知识，处理和学习的同时和纵向关系； 3）直接评估具有典型和非典型语言能力的这些群体中EF中语言调解的作用。拟议的项目代表了一种创新的方法来建立一个全面的概念框架，该框架跨越了个人从增强语言/EF的能力到语言/EF损害的差异的程度。该项目的发现也对有针对性的语言疾病儿童的有针对性干预措施具有潜在影响。