The role of statistical learning in the atypical language development in ASD

统计学习在自闭症谱系障碍非典型语言发展中的作用

• 批准号: 10494319
• 负责人: Zhenghan Qi
• 金额: $ 8.58万
• 依托单位: NORTHEASTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10494319
• 关键词: 11 year old; 8 year old; Address; Adopted; Adult; Age; Auditory; Basal Ganglia; Base of the Brain; Behavioral; Behavioral Research; Brain; Child; Child Language; Cognitive; Complex; Consensus; Data; Development; Diagnosis; Exhibits; Exposure to; Foundational Skills; Functional Magnetic Resonance Imaging; Future; Genetic Risk; Goals; Grouping; Heterogeneity; Hippocampus (Brain); Impairment; Individual; Intervention Studies; Investigation; Judgment; Language; Language Development; Language Development Disorders; Learning; Learning Skill; Light; Linguistics; Link; Measures; Methods; Modality; Neurocognitive; Online Systems; Pattern; Performance; Phenotype; Population; Process; Publishing; Reporting; Research; Research Design; Role; Sampling; Sensory; Severities; Social Environment; Stimulus; Structure; Testing; Time; Training; Variant; Visual; Vocabulary; Work; autism spectrum disorder; autistic children; base; behavioral phenotyping; cognitive process; effective intervention; individuals with autism spectrum disorder; innovation; language impairment; learning ability; neuroimaging; neuromechanism; novel; phonology; recruit; relating to nervous system; response; skills; social; specific language impairment; statistical learning; statistics; white matter

Abstract ! Children with Autism Spectrum Disorder (ASD) show enormous heterogeneity in core language abilities, such as phonology and grammar. Over 50% of verbal children with ASD have borderline or impaired language. Deciphering how children with ASD learn language is important for understanding the heterogeneity of language abilities in this population, as well as for the development of more effective interventions for children with ASD who also have language difficulties. Based on decades of behavioral research in typical language acquisition, statistical learning is essential for encoding rich regularities and variability for first language development. Whereas statistical learning has been linked to typical language development and Developmental Language Disorder (DLD), existing studies investigating statistical learning in ASD lack consensus regarding whether statistical learning is impaired in ASD. Both the enormous heterogeneity of ASD population and the recently reported variation in one’s ability to learn statistics across linguistic and non-linguistic domains, as well as across sensory modalities, might have contributed to such inconclusive results. The overall goal of this research is to understand whether the language heterogeneity in ASD can be attributed to variations of statistical learning in a specific domain (linguistic vs. nonlinguistic) or modality (auditory vs. visual). Aim 1 proposes to first characterize the relationship between children’s language abilities and statistical-learning profiles across domains and modalities in a large sample of children with ASD (6 to 8 years old) and typically developing (TD) controls. Both groups will be evaluated using a novel web-based testing platform. Aim 2 will focus on probing the neural mechanisms during statistical learning in each domain and modality in ASD, and how relative strengths and weaknesses in the groupings are related to language performance. Comparing the neural responses during statistical learning tasks among children with ASD in relation to high vs. low statistical learning abilities grouped by domain and modality, the study will test whether language performance in ASD is related to domain-specific, modality-specific, or domain/modality-general neural substrates of statistical learning. The proposed study will pave the way towards a deeper understanding of the mechanisms involved in language impairment in ASD. The results will provide crucial preliminary data for future investigations aiming to elucidate the causal relationship between statistical learning ability and language learning in a longitudinal intervention study and how statistical learning profile is related to different genetic risks in children with ASD.

摘要 好了！ 患有自闭症谱系障碍(ASD)的儿童在核心语言能力上表现出巨大的异质性，如 如音韵学和语法。超过50%患有自闭症的语言儿童存在语言障碍或语言障碍。 破译自闭症儿童如何学习语言对于理解语言的异质性很重要 这一人群的能力，以及为患有自闭症的儿童制定更有效的干预措施 他们也有语言障碍。基于几十年来对典型语言习得的行为研究， 统计学习对于为母语发展编码丰富的规律性和变异性是必不可少的。 统计学习与典型语言发展和发展性语言有关 障碍(DLD)，现有研究在ASD中调查统计学习缺乏共识 统计学习在自闭症患者中受损。ASD人群的巨大异质性和最近的 据报道，一个人学习统计数据的能力在语言和非语言领域以及在 感官模式，可能是导致这种不确定的结果的原因。这项研究的总体目标是 了解ASD中的语言异质性是否可以归因于统计学习的差异 特定的领域(语言与非语言)或情态(听觉与视觉)。目标1建议首先描述 儿童语言能力与跨域统计学习特征的关系 对患有自闭症儿童(6至8岁)和典型的发育迟缓(TD)对照儿童的大样本进行模式研究。两者都有 将使用一种新的基于网络的测试平台对小组进行评估。目标2将专注于探测神经 ASD中每个领域和通道的统计学习过程中的机制，以及相对优势和 分组中的弱点与语言表现有关。比较研究期间的神经反应 自闭症儿童的统计学习任务与高和低统计学习能力分组的关系 根据领域和情态，这项研究将测试ASD的语言表现是否与领域特定的， 特定于通道，或领域/通道-统计学习的一般神经基础。拟议的研究将 为更深入地了解ASD中涉及的语言障碍机制铺平道路。这个 结果将为未来旨在阐明因果关系的调查提供关键的初步数据 纵向干预研究中统计学习能力和语言学习之间的关系以及如何统计 学习状况与自闭症儿童不同的遗传风险有关。

项目成果

Linking the neural basis of distributional statistical learning with transitional statistical learning: The paradox of attention.

• DOI: 10.1016/j.neuropsychologia.2022.108284
• 发表时间: 2022-07-29
• 期刊: NEUROPSYCHOLOGIA
• 影响因子: 2.6
• 作者: Schneider, Julie M.;Weng, Yi-Lun;Hu, Anqi;Qi, Zhenghan
• 通讯作者: Qi, Zhenghan

Statistical learning and children's emergent literacy in rural Côte d'Ivoire.

科特迪瓦农村地区的统计学习和儿童的新兴识字能力。

• DOI: 10.1111/desc.13448
• 发表时间: 2023
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Zinszer,BenjaminD;Hannon,Joelle;Hu,Anqi;Kouadio,AyaÉlise;Akpé,Hermann;Tanoh,Fabrice;Wang,Madeleine;Qi,Zhenghan;Jasińska,Kaja
• 通讯作者: Jasińska,Kaja

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

• DOI: 10.3791/61474
• 发表时间: 2020-06-01
• 期刊: JOVE-JOURNAL OF VISUALIZED EXPERIMENTS
• 影响因子: 1.2
• 作者: Schneider，Julie M.;Hu，Anqi;Qi，Zhenghan
• 通讯作者: Qi，Zhenghan