Postdoctoral Fellowship: SPRF: Developing the Vocabulary of Space

博士后奖学金：SPRF：发展空间词汇

• 批准号: 2313939
• 负责人: Zoe Ovans
• 金额: $ 16万
• 依托单位: Ovans, Zoe
• 依托单位国家: 美国
• 项目类别: Fellowship Award
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2313939&HistoricalAwards=false
• 关键词: Postdoctoral; Fellowship; SPRF; Developing; Vocabulary

This award was provided as part of NSF's Social, Behavioral and Economic Sciences (SBE) Postdoctoral Research Fellowships (SPRF) program. The goal of the SPRF program is to prepare promising, early career doctoral-level scientists for scientific careers in academia, industry or private sector, and government. SPRF awards involve two years of training under the sponsorship of established scientists and encourage Postdoctoral Fellows to perform independent research. NSF seeks to promote the participation of scientists from all segments of the scientific community, including those from underrepresented groups, in its research programs and activities; the postdoctoral period is considered to be an important level of professional development in attaining this goal. Each Postdoctoral Fellow must address important scientific questions that advance their respective disciplinary fields. Under the sponsorship of Dr. John Trueswell at the University of Pennsylvania and Dr. Barbara Landau at Johns Hopkins University, this postdoctoral fellowship award supports an early career scientist examining how children process the vocabulary that underlies spatial relations. Vocabulary acquisition is a fundamental component of early childhood development, and has far reaching implications, predicting cortical growth and academic achievement as children age. The research proposed here investigates how typically-developing children acquire an important aspect of their early vocabulary: terms denoting spatial relations (e.g. “on” or “in”). Understanding how children process the vocabulary underlying spatial relations will allow for targeted interventions for children who have difficulty understanding spatial vocabulary, such as children with Developmental Language Disorder (DLD) or similar language delays.We look at two fundamental distinctions: one between containment and support and one between sub-types of support: core support relations (such as support-from-below) and non-core ones (such as attachment-by-hanging). We ask how children come to learn the meaning of the lexical items underlying these distinctions in their native language(s). Specifically, we investigate whether children process this distinction rapidly, in real time (as adults do) by measuring whether subtle linguistic distinctions affect adults’ and children’s eye-movements to images depicting core and non-core relations. Furthermore, we investigate the source of children’s non-adultlike productions. We ask why children appear to describe complex spatial relations without the lexical verbs adults generally use (e.g. saying “The picture is on the wall” while adults more often say “The picture is hanging on the wall”). We hypothesize that children’s still-developing inhibitory control system is to blame for this difference, and test this directly in a conflict adaptation paradigm. This work will bring together two rich but disparate areas of study: work on spatial relations and work on the development of human sentence processing. Ultimately, the goal of this work is to fill a gap in knowledge the field has currently: how children process the language that encodes where things are in the world around them.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.

该奖项是NSF的社会，行为和经济科学（SBE）博士后研究奖学金（SPRF）计划的一部分。 SPRF计划的目标是为学术界，工业或私营部门以及政府的科学职业以及政府的科学职业准备前景，为前景做准备。 SPRF奖项涉及在既定科学家的赞助下进行两年的培训，并鼓励博士后研究员进行独立研究。 NSF试图促进科学界各个细分市场的科学家的参与，包括来自代表性不足的群体的研究计划和活动；博士后时期被认为是实现这一目标的重要水平。每个博士后研究员都必须解决重要的科学问题，以推进各自的学科领域。在宾夕法尼亚大学的约翰·特鲁斯韦尔博士和约翰·霍普金斯大学的芭芭拉·兰道博士的赞助下，这项博士后奖学金奖支持了一项早期的职业科学家，研究了孩子们如何处理基于空间关系的词汇。词汇获取是幼儿发展的基本组成部分，并且具有远远达到的影响，可以预测随着儿童年龄的增长，皮质增长和学业成绩。这里提出的研究调查了通常开发的儿童如何获得其早期词汇的重要方面：表示空间关系的术语（例如“ on”或“ in”）。了解儿童如何处理词汇潜在的空间关系将允许针对难以理解空间词汇的儿童进行有针对性的干预措施，例如患有发育性语言障碍（DLD）的儿童或类似语言延迟的儿童，我们查看两个基本区别：一种基本区别：一种在封闭和支持之间，在支持的子类型之间：核心支持关系：核心支持关系（例如，辅助 - 福音 - 福音 - 福音）（例如 - - 福音）（例如 - - bore-bore-bore-bore-bore-core）（cornby-bore-bore-core）（）。我们问孩子们如何以他们的母语来学习这些区别的词汇项目的含义。具体而言，我们通过衡量微妙的语言区别是否影响成年人和儿童的眼神对描述核心和非核心关系的图像进行研究，研究儿童是否实时（像成年人一样）迅速处理这种区别。此外，我们研究了儿童非裔生产的来源。我们问为什么孩子们似乎在没有成年人通常使用的词汇动词的情况下描述了复杂的空间关系（例如，说“图片在墙上”，而成年人则更经常说“图片挂在墙上”）。我们假设儿童仍在发展的抑制控制系统应归咎于这种差异，并在冲突适应范式中直接对其进行测试。这项工作将汇集两个丰富但不同的研究领域：关于空间关系的工作以及在人类判断处理方面的发展。最终，这项工作的目的是填补该领域目前的知识空白：儿童的过程如何处理编码它们周围世界上存在的语言。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准通过评估来评估的。