NEUROBEHAVIORAL DEVELOPMENT IN NORMAL AND LI/RD CHILDREN

我们的长期目标是研究生物限制和 经验在相关神经系统形成中的作用 语言和认知。我们的方法将是比较大脑 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。正常儿童之间的额外比较 和特别是语言障碍和阅读障碍的儿童 残障(LI/RD)也将有助于将与年龄相关的与 与语言相关的神经发育方面，并将允许 一项对神经行为功能的评估 与LI/RD受试者(SS)表现出的缺陷有关。我们 将记录事件相关脑电位(ERPs) 几个大脑区域，而4-19岁和 10-13岁LI/RD儿童和配对对照组 特定种类的感觉、认知和语言信息。 拟在五个系列研究中检验的假设 包括：(1)与语法有关的神经系统 加工发展较晚，更依赖于专业 左半球内的系统，并且在 与语义加工相关的学习/认知能力测试，(Ii) LI/RD SS在精化和后续过程中表现出不足 听觉语言材料的识别，(Iii)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，而后者是有缺陷的 在LI/RD SS中，(IV)不同的神经系统调节语言和 各个年龄段和不同水平的非语言认知过程 发展；右半球的特化 空间注意和面孔知觉是由空间注意和面孔感知决定的 在左半球专业化发展的基础上 语言和(V)LI/RD人群的能力受损 快速呈现非语言听觉和视觉的过程 刺激物。从长远来看，拟议的研究针对的是 对教育的最优性质和时机的理解 适用于正常人群和语言障碍人群。

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.