Phonological networks and novel word learning by children with Developmental Language Disorder

患有发展性语言障碍的儿童的语音网络和新词学习

• 批准号: 10460733
• 负责人: Ronald Pomper
• 金额: $ 6.72万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10460733
• 关键词: 9 year old; Address; Adult; Affect; Age; Area; Behavioral; Child; Childhood; Chiroptera; Complex; Development; Disease; Foundations; Funding; Goals; Individual; Individual Differences; Institution; Intervention; Investigation; Knowledge; Language Development; Language Development Disorders; Lead; Learning; Linguistics; Measures; Mentors; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Neighborhoods; Outcome; Parents; Patient Recruitments; Public Health; Research; Research Training; Resources; Science; Semantics; Structure; Testing; Training; United States; United States National Institutes of Health; Vocabulary; Work; base; density; dosage; early childhood; experience; improved; improved outcome; language impairment; lexical; novel; peer; phonology; programs; skills; social; sound; success; word learning

PROJECT SUMMARY/ABSTRACT Children with developmental language disorder (DLD) struggle to learn new words and have smaller, shallower vocabularies than their peers with typical language development (TLD). Recent research indicates that the semantic structure of children’s vocabularies affects their ability to learn new words and the vocabularies of children with DLD and TLD differ in semantic structure. While children with DLD struggle in many aspects of word learning, including semantics, they find the encoding of phonological information–new word forms–to be especially difficult. The proposed research will compare the phonological structure of vocabularies between children with DLD and TLD and investigate how differences in phonological structure affect children’s ability to learn the forms of new words. The proposed work will use a combination of behavioral methods to quantify vocabulary structure and success in word learning for 7- to 9-year-old children with DLD, age-matched peers with TLD, and (younger) vocabulary-matched peers with TLD. Together, these methods will address three specific aims. Aim 1 is to quantify the extent to which differences in inter-connectivity in phonological structure – quantified using clustering coefficient, C – affects novel word learning. It is expected that children will be more successful in learning the forms of words in regions of their vocabulary with higher compared to lower inter- connectivity (high C > low C) and that this effect of inter-connectivity will be stronger for children with DLD compared to their peers with TLD. Aim 2 is to compare levels of C in the extant vocabularies of children with DLD and TLD. It is expected that the average levels of C will be higher in the vocabularies of children with DLD than their peers with TLD. Aim 3 is to determine whether atypicality in the phonological structure of children’s vocabularies affects word learning. It is expected that differences in individual C values calculated for each child will account for variability in children’s success in word learning. These outcomes will lay the foundation for future research to maximize the efficacy of vocabulary interventions for children with DLD by tailoring which words are taught based on differences in vocabulary structure at both the individual and group level. If funded, the project will assist the applicant in establishing an independent program of research investigating developmental differences in word learning that will inform early childhood interventions. The specific training goals of this project are to 1) gain expertise in participant recruitment, 2) develop computational skills in network science, 3) learn new behavioral methods, and 4) advance professional development. The research and mentoring experience of the co-sponsors as well as the extensive resources of the sponsoring institution will contribute to the successful completion of both the proposed research and training goals.

项目概要/摘要 患有发展性语言障碍 (DLD) 的儿童很难学习新单词，并且词汇量较小、较浅 词汇量高于具有典型语言发展 (TLD) 的同龄人。最近的研究表明 儿童词汇的语义结构影响他们学习新单词和词汇的能力 DLD 和 TLD 儿童的语义结构不同。虽然患有 DLD 的儿童在许多方面都存在困难 在单词学习（包括语义学）中，他们发现语音信息的编码（新单词形式）是 特别困难。拟议的研究将比较不同语言之间的词汇语音结构 患有 DLD 和 TLD 的儿童，并调查语音结构的差异如何影响儿童的能力 学习新单词的形式。拟议的工作将结合使用行为方法来量化 7 至 9 岁 DLD 儿童、同龄同龄人的词汇结构和单词学习成功率 与 TLD 和（年轻）词汇匹配的同级与 TLD。这些方法将共同解决三个问题 具体目标。目标 1 是量化语音结构中互连性差异的程度 – 使用聚类系数 C 进行量化 – 影响新词学习。预计孩子们会更多 与较低词汇量区域相比，能够成功学习词汇量较高区域的单词形式 连接性（高 C > 低 C），这种相互连接性的影响对于患有 DLD 的儿童来说会更强 与拥有 TLD 的同行相比。目标 2 是比较以下儿童现有词汇中的 C 水平： DLD 和 TLD。预计 DLD 儿童词汇中 C 的平均水平会更高 高于拥有 TLD 的同行。目标 3 是确定儿童的语音结构是否存在非典型性 词汇量影响单词学习。预计为每个孩子计算的个体 C 值存在差异 将解释儿童单词学习成功率的差异。这些成果将为未来奠定基础 研究通过调整哪些单词来最大限度地提高 DLD 儿童词汇干预的效果 根据个人和团体层面词汇结构的差异进行教学。如果获得资助，该项目 将协助申请人建立一个独立的研究计划来调查发育 单词学习的差异将为幼儿干预提供信息。本项目具体培养目标 1) 获得参与者招募方面的专业知识，2) 培养网络科学的计算技能，3) 学习 新的行为方法，4) 促进专业发展。研究及指导经验 共同赞助商以及赞助机构的广泛资源将为会议的成功做出贡献 完成拟议的研究和培训目标。