Social influences on sensorimotor integration of speech production and perception during early vocal learning

早期声乐学习过程中社会对言语产生和感知的感觉运动整合的影响

• 批准号: 10452355
• 负责人: Sarah W Bottjer
• 金额: $ 26.36万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-12 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10452355
• 关键词: Articulation; Auditory; Auditory Prosthesis; Behavior; Caregivers; Cochlear Implants; Cochlear implant procedure; Control Groups; Cues; Data; Development; Exhibits; Goals; Hearing; Impairment; Infant; Language; Language Development; Learning; Life; Link; Mediating; Modeling; Motor; Motor output; Parents; Pattern; Perception; Play; Poverty; Production; Prosthesis; Psychological reinforcement; Recording of previous events; Recovery; Rewards; Role; Sensorineural Hearing Loss; Signal Transduction; Social Interaction; Social Reinforcement; Speech; Speech Development; Speech Sound; Testing; Time; Training; base; classical conditioning; congenital hearing loss; experience; experimental group; hearing impairment; hearing range; improved; motor skill learning; novel; parental influence; phonology; reinforcer; remediation; social; social factors; social influence; sound; vocal learning; vocalization

Infants show dramatic changes in their ability to perceive and produce vocal sounds of their native language over the first year of life. Our conceptual framework interprets this plasticity in the context of encoding reward prediction errors that play a role in associative learning. Our studies will test an important mechanistic question: the extent to which linked perceptual and motor learning of speech-like vocalizations in infants with different histories of social-vocal experience is regulated by contingent pairings of babbling with social-vocal reinforcement by caregivers. Contingent pairings of a signal with a reinforcer induce learning of a prediction in models of associative learning. Thus when social-vocal reward by caregivers is contingent on babbling, infants learn that their utterances predict social reinforcement accompanied by mature vocal patterns and begin to produce speech-like forms that emulate the phonological pattern provided by caregivers. We posit that social reinforcement is a potent driver of learning during the earliest stages of vocal development (6-12 months) in infants with typical hearing (TH). In contrast, infants with congenital hearing loss (HL) will have an impoverished history of social-vocal interactions that impair early vocal learning. However, after hearing remediation via a cochlear implant, social-vocal reinforcement will facilitate learning above and beyond gains due to improved hearing levels alone. Aim 1 will test the hypothesis that HL infants are poorer vocal learners because they do not benefit from contingent pairings of babbling with social-vocal reward to the same extent as TH infants. We will compare the ability of infants with TH versus HL to learn to produce new vocal forms based on experimental manipulations: social-vocal reinforcement by caregivers will be either temporally contingent or random with respect to their infants’ babbling. We predict that babbling-contingent social-vocal reinforcement will be less effective in promoting learning of more speech-like patterns in HL infants, despite matching hearing levels between contingent and random-control groups within both HL and TH conditions. Subsequent remediation of hearing via receipt of a cochlear implant will facilitate vocal production learning based on babbling-contingent social-vocal reward. A parallel Aim 2 will test whether degree of learning to produce the new vocal forms in Aim 1 can predict improved perception of those same sounds. If social-reward based learning strengthens integration between perception and production, then contingent training should improve both productive (Aim 1) and perceptual (Aim 2) learning. We predict that contingent reinforcement will induce correlations between production and perception of vocal sounds in TH infants but will exert limited effects in HL infants, with lowest correlations in infants with more limited production learning. Remediation of hearing following cochlear implantation will enable social-vocal reward to strengthen perception-production links as hearing levels improve. These studies are the first to investigate the role of social factors during sensorimotor integration in the context of prediction-error based associative learning.

婴儿在感知和产生母语的声音的能力上显示出巨大的变化 在生命的第一年。我们的概念框架在编码奖励的背景下解释了这种可塑性 预测错误在关联学习中发挥作用。我们的研究将测试重要的机理 问题：与婴儿的语音般发声的感知和运动学习的程度 社会声音经验的不同历史通过与社会声音的偶然配对来调节 照顾者的加强。信号的偶然配对，并具有增强剂影响预测的学习 联想学习的模型。当照顾者的社会声音奖励取决于婴儿时，婴儿 得知他们的话语预测通过成熟的人声模式完成的社会强化，然后开始 产生类似语音的形式，这些形式模仿护理人员提供的语音模式。我们积极这个社会 强化是在声音发展的最早阶段（6-12个月）中学习的潜在驱动力 典型听力的婴儿（Th）。相比之下，先天性听力损失（HL）的婴儿将有一个 障碍的社会声音互动历史损害了早期的声音学习。但是，听到了 通过人工耳蜗植入物，社会声音加强的修复将有助于学习超越收益 仅由于听力水平的提高。 AIM 1将检验HL婴儿是较差的声音学习者的假设 因为它们在同一程度上没有受益于与社会票据奖励的偶然配对。 作为婴儿。我们将比较患有TH与HL的婴儿学会产生新的人声形式的能力 基于实验操作：护理人员的社会声音加强将要么暂时 偶然或随机的婴儿的blo亵。我们预测，妇女社会声音 强化在促进HL婴儿中更多类似语音的模式方面的有效性较低 在HL和TH条件下，应对和随机控制组之间的听力水平匹配。 随后通过收到人工耳蜗植入物来修复听证会将有助于人声生产学习 基于Babbling-Contingent社会声音奖励。平行目标2将测试学习程度是否 在AIM 1中产生新的人声形式可以预测对这些声音的感知的改善。如果社会奖励 基于的学习优势在感知和产生之间的整合，然后有培训应 提高生产力（AIM 1）和感知（目标2）学习。我们预测一定的加固将 在基础架构中引起人声的生产和声音感知之间的相关性，但将执行有限 在HL婴儿中的影响，在生产学习较有限的婴儿中相关性最低。修复 人工耳蜗植入后的听力将使社会票据奖励以增强感知产生 链接随着听力水平的提高。这些研究是第一个研究社会因素在 在基于预测错误的关联学习的背景下，感觉运动集成。