LANGUAGE DEVELOPMENT IN DOWN SYNDROME CHILDREN

唐氏综合症儿童的语言发展

• 批准号: 3323507
• 负责人: ROBIN S CHAPMAN
• 金额: $ 14.54万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 1987
• 资助国家: 美国
• 起止时间: 1987-07-01 至 1996-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3323507
• 关键词: Downs syndrome; adolescence (12-20); behavior test; child (0-11); child mental disorders; cognition; computer program /software; human subject; language development; longitudinal human study; memory; performance; semantics; speech; videotape /videodisc; vocabulary

Children and adolescents with Down syndrome (DS) are reported, variously, to have language skills above (vocabulary comprehension) and below (expressive syntax) their nonverbal mental age; cross-sectional evidence suggests that the deficits increase with age. The goals of the present work are to determine, through longitudinal study, whether the gaps between the cognitive level of children with DS and their expressive and receptive language levels widen with age and to identify acquisition processes associated with variation in language skill with DS children. This competing continuation proposal extends the period of longitudinal study of 5 DS children and adolescents aged 5 to 21 years from two to six years and the number of DS observation points from two to four. It permits a definitive longitudinal test of the cumulative deficit hypothesis and, in doing so, permits an empirical test for an elaborated theory of language production development (Child Talk) that would not be possible in normally developing children, whose cognitive and language skills do not ordinarily diverge widely. Computer analyses of the free speech transcripts will permit a detailed longitudinal description of changes in the syntax, semantics, and pragmatics of spoken language in children with DS over the six year period. Hierarchical linear modeling will be used to evaluate between-s predictors of rates of growth in the language variables. In addition, new studies of DS children's ability to narrate and recall novel events, to "fast map" novel word meaning from event and story contexts, and to benefit from prior discourse use of words and sentence structure in utterance formulation will be conducted, elaborating the experimental investigations of narration, vocabulary acquisition, and prior discourse priming on the basis of outcomes in the current grant period. Experimental tasks evaluating comprehension strategies will be added. Performance on all tasks will be compared to three groups of normally developing children statistically matched for 1) nonverbal mental age and SES; 2) language comprehension and SES; and.3) language production and SES. Within the DS group, experimental task performance will be analyzed for variation as a function of cognitive, comprehension, and production skills in a test of the Child Talk model.

据报道，患有唐氏综合征（DS）的儿童和青少年， 语言能力高于（词汇理解）和低于 （表达句法）他们的非语言心理年龄;横向证据 表明这种缺陷会随着年龄的增长而增加。 当前的目标 工作是通过纵向研究确定， DS儿童的认知水平及其表达和接受能力 语言水平随着年龄的增长而扩大，并确定习得过程 与DS儿童语言技能的变化有关。 这 竞争性延续建议延长了纵向研究的时间， 5名2至6岁的5至21岁DS儿童和青少年， DS观测点的数量从2个增加到4个。 它允许 累积赤字假设的确定性纵向检验， 这样做，允许对语言的详细理论进行实证检验 生产发展（儿童谈话），这将是不可能的，在正常情况下， 发展中的儿童，他们的认知和语言技能通常 分歧很大 对言论自由记录的计算机分析将 允许详细纵向描述语法的变化， 语义学和语用学的研究 六年期间。 分层线性模型将用于评估 语言变量增长率的s间预测因子。 此外，关于DS儿童叙述和回忆能力的新研究 小说事件，以“快图”小说词义从事件和故事 语境，并受益于先前的话语使用的单词和句子 结构在话语制定将进行，阐述 实验研究的叙述，词汇习得，并事先 话语启动的基础上的成果，在当前的赠款期。 将增加评估理解策略的实验任务。 所有任务的表现将与三组正常的 发育中的儿童在统计学上匹配1）非语言心理年龄， 二、语言理解与社会经济地位;三、语言产出与社会经济地位。 在DS组中，实验任务表现将被分析为 作为认知、理解和生产技能的函数的变化 在儿童谈话模型的测试中。