Dialect Detection in School-age Black Children: An Eye-tracking Study

学龄黑人儿童的方言检测：一项眼球追踪研究

• 批准号: 10597841
• 负责人: MONIQUE T MILLS
• 金额: $ 19.38万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-12-01 至 2024-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10597841
• 关键词: 7 year old; Academic achievement; African American; Age; American; Black race; Child; Clinical; Collaborations; Comprehension; Data; Detection; Development; Diagnostic; Economics; Education; Equation; Evaluation; Exposure to; Goals; Individual; Individual Differences; Inequality; Interruption; Language; Language Development Disorders; Laws; Lead; Learning; Linguistics; Link; Mainstreaming; Maps; Measures; Mental Health; Methods; Modeling; Outcome; Participant; Pattern; Performance; Personal Satisfaction; Positioning Attribute; Production; Public Health; Publications; Reading; Research; Risk; School-Age Population; Schools; Stimulus; Substance abuse problem; Technology; Testing; Time; Underachievement; Variant; Visual; Washington; bilingualism; clinical practice; density; education cost; educational atmosphere; evidence base; indexing; insight; language processing; ophthalmic examination; phonology; physical conditioning; processing speed; racial disparity; reading ability; screening; skills; social; substance use; visual tracking

PROJECT SUMMARY Gaps in academic achievement lead to gross racial disparities in mental health, physical health, and substance use and abuse and compound inequalities, threatening individual as well as social and national economic well-being. Black children represent one group at substantial risk for educational underachievement due to dialect mismatch effects that can hamper reading performance: Ninety percent Black children speak African American English (AAE) as their primary dialect, yet the learning environment in the school is that of Mainstream American English (MAE). Dialect mismatch effects have been tested using offline measures of language production and comprehension in Black children, ages 5- to 8 years, when reading skills are coming online. However, language production measures cannot expose subtle interruptions in AAE speakers’ comprehension as they learn in MAE. Thus, there is a critical need for measures sensitive to moment-by-moment language processing. In the absence of such methods, the promise of understanding potential educational costs of dialect mismatch effects will likely remain elusive. Our central hypothesis is that school-aged Black children with stronger language skills will be sensitive to violations of phonology and grammar in AAE and MAE, but that school-age children with weaker language skills will show little sensitivity to such violations. Our hypothesis has been formulated based on extant research linking children’s processing speed with language ability. Further, our own pilot data, conducted with White speakers of MAE, demonstrated statistically significant differences in time spent looking at stimuli when language input does or does not contain linguistic violations. We plan to attain the overall objective by pursing the following specific aims: (1) to apply eye-tracking to evaluate sensitivities to violations of phonology and grammar in both MAE and AAE, in 7-year-old Black children; and (2) to determine how well eye-tracking profiles align with measures of language production commonly used in clinical practice. At the completion of the proposed project, our expected outcomes are to have identified key dialect detection profiles of typically-developing Black children. These results will provide a foundational evidence base on dialect detection in young Black children, supplying insights into normative development that have potential applications to the treatment of developmental language disorder.

项目概要 学业成绩的差距导致心理健康、身体健康、 物质使用和滥用以及加剧不平等，威胁个人和 黑人儿童是面临重大风险的群体。 由于方言不匹配影响而阻碍阅读而造成的教育成绩不佳 表现：百分之九十的黑人儿童以非裔美国英语 (AAE) 作为他们的语言 小学，但学校的学习环境是美国主流的 英语（MAE）已使用离线语言测量进行了测试。 5 至 8 岁黑人儿童的阅读能力和理解能力 然而，语言生产措施无法暴露出细微的中断。 AAE 使用者在 MAE 中学习时的理解力因此，迫切需要采取措施。 对即时语言处理敏感。如果没有这样的方法， 有望了解方言不匹配效应的潜在教育成本 仍然难以捉摸。 我们的中心假设是，语言能力较强的学龄黑人儿童将 对 AAE 和 MAE 中违反音韵和语法的行为很敏感，但学龄儿童 我们的假设是，语言能力较弱的人对此类违规行为几乎不敏感。 是根据现有的将儿童的处理速度与语言联系起来的研究制定的 此外，我们与 MAE 的白人发言人进行的试点数据也证明了这一能力。 当语言输入或 我们计划通过追求以下目标来实现总体目标： 具体目标如下：（1）应用眼动追踪来评估对违规行为的敏感性 7 岁黑人儿童的 MAE 和 AAE 音韵学和语法；以及 (2) 确定眼球追踪配置文件与语言生成测量的一致性程度 用于临床实践。 拟议项目完成后，我们的预期成果是确定关键 这些结果将提供一个典型发展的黑人儿童的方言检测概况。 关于黑人儿童方言检测的基础证据，提供了以下见解： 规范发展对发育障碍的治疗有潜在的应用 语言障碍。