Developmental Origins of Domain-Specificity in Auditory Cognition

听觉认知领域特异性的发展起源

• 批准号: 1052718
• 负责人: Erin Hannon
• 金额: $ 23万
• 依托单位: University of Nevada Las Vegas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-15 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1052718&HistoricalAwards=false
• 关键词: Developmental; Origins; Domain; Specificity; Auditory

Even before they are born, human infants are typically exposed to a wide range of rich and complex sound structures, including both speech and music. Much evidence suggests that very young infants learn from their early sound experiences. Infants exhibit preferences for particular types of speech and particular types of music. This program of research will explore the extent to which language and music learning are driven by common mental mechanisms and developmental processes, and, conversely, the extent to which specific, separate systems are used for each.Although music and speech contain many overlapping features, they also possess fundamentally distinct structures that require domain-specific cognitive and perceptual processes. Infants must nevertheless acquire perceptual knowledge about each domain through exposure to a rich and complex mixture of musical and linguistic input. A fundamental question is the extent to which infants overcome this challenge through music- and speech-specific processing mechanisms, or through domain-general learning processes and prolonged exposure to patterned sound. This project examines whether or not adults rely on music- and speech-specific biases when attempting to learn patterns from unfamiliar sound sequences, and it examines whether or not such biases develop or remain stable from infancy to adulthood. Tasks are expected to yield contrasting outcomes depending upon whether participants use domain-general or domain-specific strategies and should therefore yield important insights about the developmental trajectory and origins of domain-specific processes and representations in auditory cognition.The proposed studies tackle fundamental questions about the relative contributions of innate, modular adaptations and acquired expertise, and they will add to our understanding of the nature of mechanisms that support learning during early development. Although a great deal is known about how infants acquire knowledge of language, much less is known about acquisition of musical knowledge even though both types of knowledge are acquired during a comparable developmental time frame and may interact. Understanding how musical experiences influence language and other non-musical domains may help advance knowledge in applied and educational fields, where music training and engagement with music are increasingly shown to have wide-ranging mental health and cognitive benefits within and outside the classroom, and for therapies that use music to facilitate language rehabilitation.

甚至在他们出生之前，人类婴儿通常暴露于广泛的丰富和复杂的声音结构，包括语音和音乐。许多证据表明，非常年幼的婴儿从他们早期的声音经验中学习。婴儿表现出对特定类型的语言和特定类型的音乐的偏好。该研究计划将探索语言和音乐学习在多大程度上是由共同的心理机制和发展过程驱动的，反过来，在多大程度上是特定的，单独的系统用于每一个。虽然音乐和语音包含许多重叠的功能，它们也具有根本不同的结构，需要特定领域的认知和感知过程。然而，婴儿必须通过接触音乐和语言输入的丰富而复杂的混合物来获得关于每个领域的感性知识。一个基本的问题是，婴儿在多大程度上通过音乐和语音特定的处理机制，或通过域一般的学习过程和长期暴露于模式化的声音克服这一挑战。该项目研究了成年人在试图从不熟悉的声音序列中学习模式时是否依赖于音乐和语音特定的偏见，并研究了这种偏见是否会从婴儿期到成年期发展或保持稳定。任务预计会产生对比的结果取决于参与者是否使用域一般或域特定的策略，因此应该产生重要的见解的发展轨迹和起源的域特定的过程和表征在听觉cognition.The拟议的研究解决基本问题的相对贡献先天，模块化的适应和后天的专业知识，它们将增加我们对早期发育过程中支持学习的机制的性质的理解。虽然我们对婴儿如何获得语言知识有很多了解，但对音乐知识的获得知之甚少，尽管这两种类型的知识都是在相当的发育时间框架内获得的，并且可能会相互作用。 了解音乐体验如何影响语言和其他非音乐领域可能有助于推进应用和教育领域的知识，在这些领域，音乐训练和参与音乐越来越多地被证明在课堂内外具有广泛的心理健康和认知益处，以及使用音乐促进语言康复的治疗。