Mechanisms of Word Learning in Infancy

婴儿期单词学习的机制

• 批准号: 9320076
• 负责人: Elika Bergelson
• 金额: $ 39.75万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-12 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9320076
• 关键词: Accounting; Address; Adult; Affect; Age; Algorithms; Attention; Auditory; Autistic Disorder; Benchmarking; Characteristics; Child; Clinical; Clip; Cognitive; Cognitive Science; Collection; Communities; Complex; Comprehension; Computer Analysis; Data; Development; Disadvantaged; Ensure; Environment; Evaluation; Exposure to; Eye; Eye Movements; Familiarity; Future; Head; Health; Hearing; Home environment; Impairment; Infant; Infant Development; Knowledge; Laboratories; Laboratory Study; Language; Language Development; Lead; Learning; Libraries; Life; Linguistics; Link; Measures; Methodology; Methods; Modeling; Outcome; Parents; Pathologist; Pediatrics; Perceptual learning; Population; Process; Production; Property; Psychology; Research; Resource Sharing; Resources; Role; Scientist; Semantics; Sorting - Cell Movement; Speech; Speech Sound; Speech-Language Pathology; Structure; Testing; Time; Videotape; Visual; Visual attention; Visual impairment; Work; autism spectrum disorder; base; cognitive process; experience; improved; improved outcome; infancy; innovation; insight; interest; low socioeconomic status; novel; pediatrician; programs; research study; response; sound; success; theories; visual stimulus; word learning

DESCRIPTION (provided by applicant): Identifying how infants learn words from the language they hear and the world around them, rather than through highly constrained in-laboratory measures alone, is crucial for understanding language acquisition. The proposed research involves videotaping infant-parent interactions monthly over the course of a year (between 6-18 months), during a critical time range for word learning. These same infants, along with others, will be tested in the laboratory during this period to examine their eye-movements and word learning in response to known and novel visual stimuli, in order to examine the effects of experience, familiarity, linguistic structure, speech- sounds, and semantic properties on word learning. The two specific aims of this project are as follows: 1. Determine how infants' daily experiences lead to word learning, with every day and novel words 2. Develop paradigms that query links between visual (perceptual) and linguistic (cognitive) processes. There are three main components of this project: an in-home video corpus, word learning experiments using eye tracking and elicitation methods, and further experiments and computational analyses using the corpus-generated videos. One key set of in-laboratory studies uses the infants who were recorded for the in-home corpus. Additionally, both sets of experiments include infants who do not partake in the corpus study, ensuring the collection of appropriate baselines and independent evaluation of predictors whose success does not rely on any specific outcome from the corpus work. The large video library resource created by this project (including technologically innovative head- mounted camera footage) would add a unique, freely available and sorely needed resource for the research community. This resource would be invaluable for scientists interested in aspects of infants' early auditory and visual home environment. While limited infant video corpora exist, the sort of rich resource we propose to create is currently unavailable. The paradigms developed for analyzing visual saliency and conceptual/ perceptual learning would add to the arsenal of experimental methods available to cognitive scientists. More broadly, the outcomes of the corpus analyses, word learning, and visual saliency experiments will increase our understanding of word learning in specific, and language in general. This is a critical aim not just for language acquisition research, but for the fields of infant development, cognitive science, psychology, linguistics, pediatrics, and speech-language pathology as well. This project provides an opportunity for advancing fundamental theory in language acquisition by establishing a normative baseline, which, in turn will allow for improved assessments of infants from disadvantaged backgrounds, and for infants with auditory, visual, and language-based impairments, such as Autism, as an essential part of future research.

描述（由申请人提供）：确定婴儿如何从他们听到的语言和周围的世界中学习单词，而不是仅通过高度良好的内在措施来了解语言，这对于理解语言获取至关重要。拟议的研究涉及在单词学习的关键时间范围内（在6-18个月之间）每月（在6-18个月之间）进行录像带。在此期间，这些婴儿以及其他婴儿将在实验室中进行测试，以检查他们的眼动和单词学习，以响应已知和新颖的视觉刺激，以研究经验，熟悉性，语言结构，语言声音，语音性和语义特性对单词学习的影响。该项目的两个具体目的如下：1。确定婴儿的日常经历如何导致单词学习，每天和新颖的单词2。开发范式，以查询视觉（感知）和语言（认知）过程之间的联系。该项目有三个主要组成部分：一个家庭视频语料库，使用眼科跟踪和启发方法的单词学习实验，以及使用语料库生成的视频进行进一步的实验和计算分析。一组关键的实验室研究使用了记录为家庭内部语料库的婴儿。此外，两组实验都包括不参加语料库研究的婴儿，确保收集适当的基准和对未依赖于语料库工作的任何特定结果的预测变量的独立评估。该项目创建的大型视频库资源（包括技术创新的摄像机镜头）将为研究社区增加独特的，免费的且非常需要的资源。对于对婴儿早期听觉和视觉家庭环境感兴趣的科学家来说，此资源将是无价的。尽管存在有限的婴儿视频公司，但我们建议创建的那种丰富资源目前不可用。开发用于分析视觉显着性和概念/感知学习的范例将增加认知科学家可用的实验方法的武器库。从更广泛的角度来看，语料库分析，单词学习和视觉显着性实验的结果将增加我们对特定语言学习和语言的理解。这不仅是语言获取研究的关键目的，而且对于婴儿发展，认知科学，心理学，语言学，儿科和语音语言病理学领域。该项目通过建立规范性基准来推进语言获取基本理论的机会，这反过来又可以改善对处境不利的背景的婴儿的评估，以及对于有听觉，视觉和基于语言障碍（例如自闭症）的婴儿，例如自闭症，例如自闭症，作为未来研究的重要一部分。