Development of Gaze Control for Integration of Language and Visual Information in Deaf Children

聋哑儿童语言和视觉信息整合的凝视控制的发展

• 批准号: 10365421
• 负责人: Amy Michelle Lieberman
• 金额: $ 57.7万
• 依托单位: BOSTON UNIVERSITY (CHARLES RIVER CAMPUS)
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10365421
• 关键词: Adult; Age; American Sign Language; Attention; Auditory; Behavior; Behavioral; Benchmarking; Child; Cues; Data Set; Development; Early Intervention; Evaluation; Event; Family; Frequencies; Goals; Head; Hearing; Individual Differences; Intervention; Label; Language; Language Development; Learning; Linguistics; Maps; Modality; Nature; Outcome; Parent-Child Relations; Parents; Pattern; Persons; Play; Population; Process; Risk; Role; Sensory; Sign Language; Signal Transduction; Specialist; Structure; Technology; Testing; Time; Visual; Visual attention; Vocabulary; Work; base; deaf; diagnostic tool; experience; experimental study; gaze; innovation; insight; joint attention; language processing; literacy; novel; parallel processing; skills; sustained attention; teacher; theories; visual information; visual tracking; word learning

Project Summary / Abstract Children learn words by connecting the language input they perceive to the objects and events in the world around them. While hearing children perceive auditory linguistic input while simultaneously looking at objects, deaf children learning sign language perceive both linguistic input and objects visually. Therefore, deaf children must learn to strategically and swiftly allocate their visual attention to map language onto its referents. This learning process is complicated by the fact that deaf children frequently have incomplete access to language: despite gains in technology and interventions, spoken language is generally not fully accessible to deaf children, and most deaf children are born to hearing parents who lack expertise in sign language. Together, these factors place young deaf children at risk for significant delay in development of a full first language, which has cascading consequences on later language, literacy, and academic outcomes. Thus it is critical to identify how input and interactions with young deaf children can optimally support early language development. The proposed project investigates word learning in deaf children learning American Sign Language (ASL), a significant and growing subset of the deaf population. Word learning is a critical component of language acquisition that enables children to map object and event labels with the surrounding world. The specific aims of this proposal are to 1) define the temporal alignment of parent input and children’s attention that supports word learning in deaf children; 2) identify the role of children’s dynamically shifting visual attention in word learning; and 3) demonstrate how linguistic and referential cues support word learning. This project uses a combination of naturalistic observations of parent-child interaction and behavioral and eye-tracking experiments in which the timing of input and the combination of input cues are manipulated to determine which contexts are most supportive of word learning in ASL. This project has broad theoretical implications. Current accounts of joint attention are based almost entirely on spoken language interactions, but language input and attention must be organized and timed differently when both language and attention are perceived in a single modality. The proposed project will lead to an expanded, unified theoretical account of joint attention that encompass word learning across modalities. This project also has direct translational implications for parents, early intervention professionals, and teachers of deaf children. First, the proposed work seeks to identify developmental benchmarks in children’s visual attention that support word learning, and these benchmarks can serve diagnostic tools in evaluation. Seond, understanding the optimal input timing and cues that support word learning can inform approaches to intervention for families with deaf children. The current project focuses on deaf children acquiring ASL, yet the findings will be broadly applicable, in that visual cues provide critical information for deaf children learning language across modalities.

项目总结/摘要 儿童通过将他们感知到的语言输入与世界上的物体和事件联系起来来学习单词 身边当听力正常的儿童在看物体的同时感知听觉语言输入时， 学习手语的聋儿既能用视觉感知语言输入，又能感知物体。因此，聋哑儿童 必须学会战略性地迅速分配视觉注意力，将语言映射到其所指对象上。这 由于聋儿经常无法完全获得语言，学习过程变得复杂： 尽管技术和干预措施取得了进展，但聋人通常无法完全使用口语 大多数聋哑儿童出生于听力正常的父母，但他们缺乏手语方面的专业知识。在一起， 这些因素使年幼的聋哑儿童在发展完全的第一语言方面面临严重延迟的风险， 这对以后的语言，识字和学术成果产生了连锁反应。因此， 确定如何输入和互动与年幼的聋哑儿童可以最佳地支持早期语言发展。 该项目旨在调查聋儿学习美国手语（ASL）的单词学习情况， 聋人人口中的一个重要且不断增长的子集。词汇学习是语言的重要组成部分 这是一种使儿童能够将物体和事件标签与周围世界相映射的习得。具体目标 该建议的主要内容是：1）定义父母输入和儿童注意力的时间对齐， 聋儿的词汇学习; 2）识别儿童动态转移的视觉注意在词汇学习中的作用 学习; 3）展示语言和参照线索如何支持单词学习。该项目使用了 亲子互动的自然观察与行为和眼动追踪相结合 在这些实验中，输入的时机和输入线索的组合被操纵以确定 语境对美国手语词汇学习的支持作用最大。该项目具有广泛的理论意义。电流 联合注意力的解释几乎完全基于口语互动，但语言输入和 当语言和注意力同时被感知时，注意力的组织和时间必须不同。 模态拟议的项目将导致一个扩大的，统一的理论帐户的共同注意， 包括跨模态的单词学习。这个项目也对父母有直接的翻译影响， 早期干预专业人员和聋哑儿童教师。首先，拟议的工作旨在确定 支持单词学习的儿童视觉注意力的发展基准，这些基准 可以作为评估的诊断工具。其次，了解最佳的输入时间和线索， 单词学习可以为聋儿家庭的干预方法提供信息。当前项目重点 对聋儿获得美国手语，但研究结果将是广泛适用的，因为视觉线索提供了关键 为聋哑儿童学习各种形式的语言提供信息。