Genetic Factors in Speech Learning

言语学习中的遗传因素

基本信息

批准号：
7850274
负责人：
PATRICK C M WONG
金额：
$ 10.53万
依托单位：
NORTHWESTERN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2009
资助国家：
美国
起止时间：
2009-07-17 至 2010-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7850274
关键词：
Acoustics Adult Affect Alleles Area Auditory Base of the Brain Behavior Behavioral Brain Collaborations Communication Complex Cues Development Discipline Environmental Risk Factor Foundations Functional Magnetic Resonance Imaging Funding Genes Genetic Genetic Population Study Genetic Predisposition to Disease Growth Haplogroup Human Individual Differences Laboratories Language Language Development Learning Left Link Measures Methods Microcephaly Molecular Biology Mutation National Institute on Deafness and Other Communication Disorders Pattern Peripheral Phonetics Physiological Process Production Proteomics Recovery Rehabilitation therapy Research Research Personnel Risk Sampling Science Shapes Signal Transduction Specificity Speech Strategic Planning Time Training Typology Variant Voice base clinical Diagnosis cognitive neuroscience cost craniofacial experience foreign language hearing impairment hemodynamics interest language processing lexical protein expression public health relevance relating to nervous system research and development research study response success

项目摘要

DESCRIPTION (provided by applicant): Genetic factors, along with environmental factors such as long- and short-term experiences, shape the physiologic foundations for the acquisition of communicative behaviors. Although much research has been conducted on the genetic bases of peripheral hearing loss and craniofacial anomalies that result in speech production deficits, no research has focused on the genetic predispositions associated with success in language learning in adulthood. Such lack of research occurs in the context of a longstanding pattern of findings indicating large individual differences in language recovery, auditory training, and second language learning. The proposed research synergistically builds upon three independent lines of recent (within past 6 months) high- impact research developments, with the aim to produce transformative findings concerning the interactions among language learning, the brain, and genetic differences. These latest developments include: 1) the association between individual differences in language learning and neuroanatomic and neurophysiologic differences (Wong et al., 2007; Wong et al., in press); 2) the genetic link to differences in language typology (Dediu & Ladd, 2007); and 3) the association between specific allelic variations and brain functions (Buckholtz et al., 2007; Gurling et al., 2007). Although possessing a significant risk, this research will form a foundation for proteomic studies examining protein expression patterns that are directly consequential to brain development that affects spoken language processing and learning, including rehabilitative/habilitative audiologic, and neurogenic language treatment paradigms. This research is not only particularly timely, but is also consistent with all priority areas stated in the latest NIDCD strategic plan (FY2006-2008). It will bring together investigators from two ends of the communication sciences discipline (molecular biology and cognitive neuroscience) for a lifelong collaboration on high-impact research of broad significance to clinical diagnosis and treatment. The specific aims are 1) to examine whether spoken language differences and the accompanying neural differences are associated with specific allelic variations; and 2) to examine whether such allelic variations are specific to one type or multiple types of spoken language learning. PUBLIC HEALTH RELEVANCE: Genetic and environmental factors affect our brain and its function including language communication. In an increasingly multi-lingual/multi-cultural world, many people, including adults, are interested in learning a foreign language even though it is difficult for them to do so. Our proposed research seeks to understand why some people can learn spoken language more successfully than others by examining genetic differences across learners.

描述（由申请人提供）：遗传因素以及长期和短期经历等环境因素共同塑造了获得交流行为的生理基础。尽管对导致言语产生缺陷的周围性听力损失和颅面异常的遗传基础进行了大量研究，但没有研究关注与成年语言学习成功相关的遗传倾向。这种研究的缺乏是在长期的研究结果表明语言恢复、听觉训练和第二语言学习方面存在巨大个体差异的背景下发生的。拟议的研究协同地建立在最近（过去 6 个月内）高影响力研究进展的三个独立系列的基础上，旨在产生关于语言学习、大脑和遗传差异之间相互作用的变革性发现。这些最新进展包括：1）语言学习的个体差异与神经解剖学和神经生理学差异之间的关联（Wong 等人，2007；Wong 等人，出版中）； 2）与语言类型差异的遗传联系（Dediu & Ladd，2007）； 3) 特定等位基因变异与大脑功能之间的关联（Buckholtz 等人，2007；Gurling 等人，2007）。尽管存在重大风险，但这项研究将为蛋白质组学研究奠定基础，研究蛋白质表达模式，这些模式与影响口语处理和学习的大脑发育直接相关，包括康复/康复听力学和神经源性语言治疗范式。这项研究不仅特别及时，而且与最新的NIDCD战略计划（2006-2008财年）中规定的所有优先领域是一致的。它将汇集来自传播科学学科两端（分子生物学和认知神经科学）的研究人员，进行终身合作，开展对临床诊断和治疗具有广泛意义的高影响力研究。具体目标是1）检查口语差异和伴随的神经差异是否与特定等位基因变异相关； 2) 检查此类等位基因变异是否特定于一种或多种类型的口语学习。公共卫生相关性：遗传和环境因素影响我们的大脑及其功能，包括语言交流。在一个日益多语言/多文化的世界中，许多人，包括成年人，都对学习外语感兴趣，尽管他们很难做到这一点。我们提出的研究旨在通过检查学习者之间的遗传差异来了解为什么有些人比其他人能更成功地学习口语。