Learning in Two Languages by Bilingual Children With and Without Language Impairment

有或没有语言障碍的双语儿童学习两种语言

• 批准号: 10286872
• 负责人: Margarita Kaushanskaya
• 金额: $ 1万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-04-16 至 2023-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10286872
• 关键词: Address; Administrative Supplement; Applications Grants; Award; Biological Sciences; Child; Communication; Complex; Disabled Persons; Discipline; Disease; Doctor' s Degree; Documentation; Environment; Funding; Funding Opportunities; Goals; Grant; Health; Language; Language Development Disorders; Learning; Life; Methodology; Neurodevelopmental Disability; Protocols documentation; Research; Science; Statistical Data Interpretation; Structure; Training; Universities; Wisconsin; bilingualism; college; doctoral student; language impairment; language outcome; parent grant; skills; visual tracking; word learning

PROJECT SUMMARY/ABSTRACT This is an administrative supplement request under Funding Opportunity Announcement (FOA) Number PA-20- 222. This supplement is being submitted in order to provide 24 months of funding to Ms. Emily Hansen, who is a Master's/PhD student in Communication Sciences and Disorders at the University of Wisconsin-Madison. Ms. Hansen is an individual with disabilities, and has presented documentation clearly indicating that she has substantial limitations in one or more major life activities. Only 5.8% of all doctorates in biological sciences were awarded in 2014 to individuals with disabilities, and the proposed supplement will enhance diversity in health- related disciplines. The goals of the grant proposal are to train Ms. Hansen on all aspects of our research protocol, thereby expanding her expertise in bilingualism, Developmental Language Disorder, eye-tracking methodology, and complex statistical analyses. In the parent grant (R01 DC016015), we aim to identify how to best structure the language environment to yield optimal language outcomes in bilingual children, especially children with neurodevelopmental disabilities. To answer this fundamental question, we examine the effect of dual language input on word learning in Spanish-English bilingual children with and without developmental language disorder (DLD).

项目总结/摘要 这是一个行政补充申请，根据资助机会公告（FOA）编号PA-20- 222.提交这份补充材料是为了向艾米丽汉森女士提供24个月的资金，她是 威斯康星大学麦迪逊分校传播科学和疾病专业的硕士/博士生。女士 汉森是一个残疾人，并提出了文件，明确表明她有 在一个或多个主要生活活动中的重大限制。只有5.8%的生物科学博士是 2014年颁发给残疾人，拟议的补充将加强健康的多样性- 相关学科。这项资助计划的目的是对汉森女士进行研究的各个方面的培训 协议，从而扩大了她在双语能力，发展性语言障碍，眼动追踪方面的专业知识 复杂的统计分析。在母公司补助金（R 01 DC 016015）中，我们旨在确定如何 最好地构建语言环境，以使双语儿童获得最佳的语言效果，特别是 患有神经发育障碍的儿童。为了回答这个基本问题，我们研究了 双语输入对发展性和非发展性西英双语儿童词汇学习的影响 语言障碍（DLD）。