Sensorimotor adaptation as a window to speech movement planning
感觉运动适应作为言语运动规划的窗口
基本信息
- 批准号:2120506
- 负责人:
- 金额:$ 69.9万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-09-01 至 2024-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Speaking is normally thought of as a two-part process. First, a language planning system transforms ideas, concepts, and/or words into a series of smaller units, such as syllables or speech sounds. These basic linguistic units are then thought to be “read out” into articulatory movements by a separate motor planning system. However, this divided planning process cannot explain speech production in the real world, because it is possible to learn changes to speech movements that are dependent on language context. For example, if you move from California to Wisconsin, you may learn a new accent: you may unconsciously start saying “bag” with the vowel sound in “say” instead of the vowel sound in “sat”. If the same change occurred in all words with this sound (“snag”, “dragon”, “agriculture”), it would suggest you learned a change to the smaller unit (“ag”). However, you might change the way you say “bag” while keeping your old pronunciation of “bagpipe”, suggesting learning that is dependent on word context. The purpose of this research is to understand when linguistic context influences learning and when it does not and to use those results to determine the span of speech motor planning in different contexts. A more accurate characterization of speech motor planning is critical for understanding how we typically speak and how this process breaks down in neurological disorders that impair the way we plan speech movements, such as aphasia and apraxia of speech. The investigators are involved with Frontiers for Young Minds, a journal that aims to engage the next generation of scientists (kids ages 8-15) by involving them in the peer review process. They will host live demonstrations at the yearly Wisconsin Science Festival, and will provide hands-on science experiences as a part of summer and afterschool programming for Madison-area kids. To investigate how speech movements are planned, the investigators will use a speech learning task that causes an unconscious change to pronunciation. Participants will talk into a microphone while hearing playback of their voice with certain frequencies shifted, making one vowel sound like another (for example, “bed” could be shifted to sound like “bad”). Over time, this causes participants to unknowingly shift their vowel pronunciation in the opposite direction. Importantly, participants can simultaneously learn to shift a single vowel sound in different ways based on the word in which it appears (for example, pronouncing “bed” and “head” differently, even though they share the same vowel sound). This shows that the word context can differentiate planning of this vowel sound. The investigators will test other linguistic contexts that might allow participants to learn different pronunciations for the “same” speech sound, contexts such as word meaning, phrase structure, pitch or intonation, and gesturing while speaking (for example, pointing). If this learning is possible, it suggests that these contexts are part of the movement plans for speaking, together forming a cohesive unit that can scaffold learning. The work will establish how speech motor planning integrates linguistic representation and other communicative movements such as pitch and gesture.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
说话通常被认为是一个由两部分组成的过程。首先,语言规划系统将想法、概念和/或单词转化为一系列更小的单位,如音节或语音。这些基本的语言单位然后被认为是“读出”成发音运动由一个单独的运动规划系统。然而,这种分裂的规划过程不能解释真实的世界中的言语产生,因为它可以学习依赖于语言语境的言语运动的变化。例如,如果你从加州搬到威斯康星州,你可能会学到一种新的口音:你可能会无意识地开始用“say”中的元音而不是“sat”中的元音来说“bag”。如果同样的变化发生在所有的单词与这个声音(“snag”,“dragon”,“agricultural”),这将表明你学会了一个更小的单位(“ag”)的变化。然而,你可能会改变你说“bag”的方式,同时保持你对“bagpipe”的旧发音,这表明学习依赖于单词上下文。本研究的目的是了解语言语境何时影响学习,何时不影响学习,并利用这些结果来确定不同语境下言语运动规划的广度。更准确地描述言语运动规划对于理解我们通常如何说话以及这个过程如何在损害我们规划言语运动的方式的神经系统疾病中分解至关重要,例如失语症和言语失用症。 研究人员参与了Frontiers for Young Minds,这是一份旨在通过让下一代科学家(8-15岁的孩子)参与同行评审过程来吸引他们的期刊。 他们将在一年一度的威斯康星州科学节上举办现场演示,并将为麦迪逊地区的孩子们提供实践科学体验,作为暑期和课后节目的一部分。为了研究言语运动是如何计划的,研究人员将使用一个导致发音无意识变化的言语学习任务。参与者将对着麦克风说话,同时听到他们的声音回放,其中某些频率发生了变化,使一个元音听起来像另一个元音(例如,“床”可以被改变为听起来像“坏”)。随着时间的推移,这会导致参与者不知不觉地将元音发音向相反的方向移动。重要的是,参与者可以同时学习根据出现的单词以不同的方式改变单个元音的发音(例如,尽管“床”和“头”具有相同的元音,但发音不同)。这表明,词的上下文可以区分这个元音的规划。研究人员将测试其他语言环境,这些环境可能允许参与者学习“相同”语音的不同发音,例如单词含义,短语结构,音高或语调以及说话时的手势(例如,指向)。如果这种学习是可能的,这表明这些背景是说话运动计划的一部分,共同形成了一个可以支撑学习的凝聚力单元。这项工作将确定言语运动规划如何整合语言表征和其他沟通运动,如音高和手势。该奖项反映了NSF的法定使命,并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。
项目成果
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