Translating Research to Practice in the Language Sciences.
Translating Research to Practice in the Language Sciences.
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DOI：
10.1037/tps0000107
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发表时间：
2017-03
影响因子：
1.8
通讯作者：
Morales J
中科院分区：
文献类型：
--
作者：
Weiss DJ;Bulgarelli F;Navarro-Torres C;Morales J
语言是人类的基本特征之一。与我们灵长类亲属的交流系统不同，语言是一个开放、灵活的系统，它的习得跨越多年，而不是由一个固定的曲目组成，大多数情况下是从出生时就可以获得的。语言产生于复杂的神经回路和语言丰富的环境之间的相互作用。然而，语言的这种涌现特性也带来了一些代价，而且与其他灵长类动物的交流系统不同（例如，Owren，Dieter，Seyfarth，&切尼，1993），不能保证完全熟练。生物损伤，无论是暂时的还是持久的，都可能对语言习得和使用产生深远的影响（见霍夫，2013）。同样，语言依赖于一套一般的认知能力，例如工作记忆和联合注意力（例如，Tomasello，Carpenter，Call，Behne，& Moll，2005），这些领域的缺陷导致次优的语言结果（例如，Gillam，蒙哥马利，& Gillam，2009）。除了语言使用者的这些特征之外，语言环境本身也必须支持学习。这可能是相对于其他灵长类系统最具对比性的特征，因为贫乏的语言输入最终会限制完全熟练的实现（例如，哈特和里斯利，1995;霍夫和奈格尔斯，2002; Fernald，Marchman和Weisleder，2013）。考虑到语言能力对心理健康的重要性（例如，彼得森，贝茨和斯台普斯，2015年;罗宾，科尔和阿姆斯特朗，2013年），认知发展（例如，伦纳德等人，2007）和学术成功（如，霍夫，2013），有一个迫切需要的翻译方法，语言科学作为一种手段，促进积极的语言成果。翻译研究在语言科学中至少有两个重要的目标：改善缺陷所产生的非典型发展或脑外伤，并促进积极的成果，为典型发展的学习者的所有年龄。虽然将转化研究应用于非典型轨迹可能感觉相当直观，但直到过去几十年，它对典型发展中人群的作用一直被低估。也许翻译工作对典型发展中学习者的重要性的最明显的例子是大量的研究，这些研究清楚地表明了丰富的语言环境的重要性，无论是在家庭还是在课堂上，对于培养儿童强大的语言技能（例如，Huttenlocher，Vasilyeva，Cymerman和Levine，2002）。在家庭和学校制定有效的干预措施，对于开始为接受贫困投入的弱势儿童创造公平的竞争环境至关重要。同样，双语习得也是翻译研究的另一个关键领域。多年来，一种刻板印象一直存在，即儿童接触多种语言会导致混乱（例如，沃尔泰拉和Taeschner，1978），导致每种语言的习得和熟练程度的延迟（见Moll，1992）。这种刻板印象对教育政策产生了重大影响，这些政策坚持与双语有关，并具有赤字取向（例如，Crawford，1999; Souto-Manning，2006）。然而，基础科学研究表明，双语儿童获得语言的时间表与单语儿童相似（例如，Ramírez-Esparza，García-Sierra，& Kuhl，2016）。此外，许多研究指出，双语的认知益处不仅仅是了解两种语言（例如，Bialystok，2007;杰内塞，Nicoladis，&帕拉迪斯，1995）。鉴于这些发现与长期以来的刻板印象之间的差异，基础科学需要...
Language is one of the defining features of humankind. Unlike the communication systems found in our primate relatives, language is an open, flexible system whose acquisition spans years rather than consisting of a fixed repertoire mostly available from birth. Language emerges from the interplay between complex neural circuits and an environment that is sufficiently rich linguistically to afford learning. This emergent property of language carries some cost, however, and unlike other primate communication systems (eg, Owren, Dieter, Seyfarth, & Cheney, 1993), reaching full proficiency is not guaranteed. Biological impairments, both temporary and lasting, may have a profound impact on language acquisition and use (see Hoff, 2013). Likewise, language relies on a suite of general cognitive abilities, for instance working memory and joint attention (eg, Tomasello, Carpenter, Call, Behne, & Moll, 2005), such that deficiencies in those domains lead to suboptimal language outcomes (eg, Gillam, Montgomery, & Gillam, 2009). Beyond these characteristics of language users, the linguistic environment itself must support learning. This is perhaps the most contrastive feature relative to other primate systems, as impoverished language input can ultimately limit the attainment of full proficiency (eg, Hart & Risley, 1995; Hoff & Naigles, 2002; Fernald, Marchman, & Weisleder, 2013). Given the importance of language proficiency for psychological well-being (eg, Peterson, Bates, & Staples, 2015; Roben, Cole, & Armstrong, 2013), cognitive development (eg, Leonard et al., 2007), and academic success (eg, Hoff, 2013), there is a pressing need for translational approaches to language science as a means for promoting positive language outcomes.There are at least two important goals for translational research in the language sciences: ameliorating the deficits arising from atypical development or brain trauma and also promoting positive outcomes for typically developing learners of all ages. While the application of translational research for atypical trajectories may feel rather intuitive, its role for typically developing populations has been somewhat underappreciated up until the past several decades. Perhaps the clearest example of the importance of translational work for typically developing learners is the wealth of research that has clearly demonstrated the importance of the richness of the language environment, in both the home and the classroom, for developing strong language skills in children (eg, Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002). Developing effective interventions, in homes and schools, is critical for beginning to level the playing field for disadvantaged children receiving impoverished input. Similarly, bilingual language acquisition has been another critical area for translational research. For many years, a stereotype has persisted suggesting that exposing children to multiple languages causes confusion (eg, Volterra & Taeschner, 1978), leading to delays in both the acquisition of and proficiency in each language (see Moll, 1992). This stereotype has significantly impacted education policies that persist in relating to bilingualism with a deficit orientation (eg, Crawford, 1999; Souto-Manning, 2006). However, basic science research suggests that bilingual children acquire language on a similar schedule as monolinguals (eg, Ramírez-Esparza, García-Sierra, & Kuhl, 2016). Moreover, many studies point to the cognitive benefits of bilingualism that extend beyond just knowing two languages (eg, Bialystok, 2007; Genesee, Nicoladis, & Paradis, 1995). Given the discrepancy between these finding and the long-held stereotypes, basic science needs …