NEUROBEHAVIORAL DEVELOPMENT IN NORMAL AND LI/RD CHILDREN

我们的长期目标是研究生物限制和 经验在神经系统形成中的作用 语言与认知 我们的方法是比较大脑 儿童在感觉、认知和语言任务中的功能 在不同的年龄和不同的语言和认知阶段 发展 正常儿童之间的其他比较 和那些有语言障碍和阅读障碍的儿童 残疾人（LI/RD）也将有助于区分与年龄有关的 神经发育的语言相关方面，并将允许 对神经行为功能的评估， 与LI/RD受试者（Ss）显示的缺陷有关。 我们 将记录事件相关脑电位（ERP）， 几个大脑区域，而正常儿童年龄在4-19岁， 10-13岁LI/RD儿童和匹配对照过程 特定种类的感官、认知和语言信息。 拟在五个系列研究中检验的假设 包括：（1）与语法相关的神经系统 加工业发展较晚，更依赖于专业化 左半球内的系统，并且在 LD/RD Ss比那些与语义处理相关的，（II） LI/RD Ss在阐述和随后的 听觉语言材料的识别，（三）启动 语义和语音词汇信息涉及不同的 神经系统;前者是完整的，但后者是有缺陷的 在LI/RD Ss中，（IV）不同的神经系统介导语言， 所有年龄和水平的非语言认知过程 发展;右半球的专业化， 空间注意力和面孔知觉先于并依赖于 在左半球专门化的发展， 语言和（V）LI/RD人群的能力受损， 非语言听觉和视觉的快速呈现过程 刺激。 从长远来看，这项研究的目的是 了解教育的最佳性质和时机 对于正常和语言障碍人群。

Our long term goals are to study biological constraints and the role of experience in the formation of neural systems relevant to language and cognition. Our approach will be to compare cerebral functions during sensory, cognitive and language tasks in children at different ages and different stages of language and cognitive development. Additional comparisons between normal children and children who are specifically language-impaired and reading disabled (LI/RD) will also help to separate age-related from language-relevant aspects of neural development, and will permit an assessment of the neurobehavioral functions that have been implicated in the deficits that LI/RD subjects (Ss) display. We will record event-related brain potentials (ERPs) from over several brain regions while normal children aged 4-19 years and LI/RD children and matched controls aged 10-13 years process specific kinds of sensory, cognitive and language information. The hypotheses to be tested in the five series of proposed studies include: (1) The neural systems associated with grammatical processing develop later, are more dependent on specialized system within the left hemisphere, and are more impaired in LD/RD Ss than are those associated with semantic processing, (II) LI/RD Ss display a deficit in the elaboration and subsequent recognition of auditory language material, (III) Priming of semantic and phonological lexical information involves different neural systems; the former are intact but the latter are deficient in LI/RD Ss, (IV) Different neural systems mediate language and non-language cognitive processes at all ages and levels of development; the specialization of the right hemisphere for spatial attention and face perception is preceded by and depends upon the development of left hemisphere specialization for language and (V) LI/RD populations are impaired in the ability to process rapidly presented non-language auditory and visual stimuli. The proposed research is pointed, in the long run, toward an understanding of the optimal nature and timing of education for normal and language-impaired populations.