Identification of treatment parameters that maximize language treatment efficacy for children.

摘要 糟糕的语言技能与许多负面后果有关，比如更多的人发脾气 以及难以发展友谊，导致学业失败，与司法系统联系，并增加受害者人数。 尽管语言障碍可能早在幼儿时期就被注意到，但有效的治疗可能不会这么早就开始 在这些孩子面临越来越多的语言障碍之前，缩小语言差距的时间相对较少 正规教育对语言的要求和学术斗争的累积效应。对于7%-13%的 语言能力受损的儿童，更快更有效的语言治疗迫在眉睫 需要的。这种相互竞争的更新通过一系列研究来满足这一需求，这些研究将基础研究转化为 统计学习对治疗环境的影响。统计学习框架假设儿童提取单词 从语言输入中包含的分布信息看其意义和语法结构 接受并解释快速的内隐语言学习。建议的研究采用实验方法。 其中，理论动机的治疗因素在两组语言能力较差的儿童中进行了测试。 “迟到者”是指儿童(2-3岁)，他们的词汇量非常有限。 他们知道并使用的信息。学龄前儿童发展性语言障碍(4-5岁)表现 语法语素的使用有明显的缺陷。我们将直接解决非响应者的问题(即， 尽管治疗对其他人有效，但改善有限的儿童)，这是所有人固有的问题 治疗研究。我们利用我们之前的发现在治疗过程的早期预测哪些儿童 极有可能是无应答的，并提出了一种可能更适合的替代治疗方法 到这一子集的孩子。这些研究代表了原则性语言处理的必要工作，即 有证据支持，可以为一系列贫困儿童的学习本质提供洞察力 语言技能。

Abstract Poor language skills are associated with numerous negative outcomes ranging from higher rates of tantrums and difficulty developing friendships to school failure, contact with the justice system, and increased victimization. Although language deficits may be noticed as early as toddlerhood, effective treatment may not begin this early and there is relatively little time to close the language gap before these children are faced with the increased language demands of formal education and the cumulative effects of academic struggle. For the 7-13% of children with impaired language skills, language treatments that are faster and more effective are urgently needed. This competing renewal addresses this need with a series of studies that translate basic research in statistical learning to treatment contexts. The Statistical Learning Framework posits children extract word meaning and grammatical structure from the distributional information contained in the language input they receive and accounts for rapid implicit language learning. The proposed studies take an experimental approach in which theoretically-motivated treatment factors are tested in two groups of children with poor language skills. “Late Talkers” are children (ages 2-3 years) who are identified by their very limited number of vocabulary words that they know and use. Preschool children with Developmental Language Disorder (ages 4-5 years) show marked deficits in the use of grammatical morphemes. We will directly address the issue of non-responders (i.e., children who make limited improvement despite treatment that is effective for others), a problem inherent to all treatment research. We leverage our previous findings to predict early in the treatment process which children are highly likely to be non-responders and propose an alternative treatment method that might be better suited to this subset of children. These studies represent the necessary work for principled language treatment that is supported by evidence, and can provide insights into the nature of learning in a range of children with poor language skills.