The ESRC International Centre for Language and Communicative Development
ESRC 国际语言和交际发展中心
基本信息
- 批准号:ES/S007113/1
- 负责人:
- 金额:$ 246.51万
- 依托单位:
- 依托单位国家:英国
- 项目类别:Research Grant
- 财政年份:2019
- 资助国家:英国
- 起止时间:2019 至 无数据
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
LuCiD's mission is to transform our understanding of how children learn to talk, and deliver the scientific evidence needed to design effective interventions in early years education and healthcare.Learning to use language to communicate effectively is hugely important for society. Many children enter school without the language skills they need to succeed in the classroom, and these early weaknesses in language and communication are a major predictor of educational and social inequality in later life. To tackle this problem, we need to know the answers to a number of questions: How do children learn language from what they see and hear? What do measures of children's brain activity tell us about what they know at different ages? How do differences between children and differences in their environments affect how children learn to talk? Answering these questions is a major challenge for researchers, but, in the first phase of LuCiD, we have made great strides towards meeting this challenge by bringing together researchers from a range of different research backgrounds and with a range of different research skills.In its next phase, LuCiD will build on this success by coordinating three research streams in the UK and abroad. STREAM 1: FROM VARIATION TO EXPLANATION: will take what we have discovered about word learning and grammatical development and use it to explain development in children with Developmental Language Disorder. STREAM 2: FROM SIMPLE TO COMPLEX: will take what we have discovered about communicative development and use it to understand how different groups of children learn to use language to communicate in the more complicated real-world situations that they will encounter when they enter school.STREAM 3: BEYOND 0-5: will build on LuCiD's 0-5 project - a study of 80 children's language learning across the first 5 years - by a) using the 0-5 data to understand how children's curiosity-based exploration shapes their word learning; b) using the 0-5 data to build individualized computer models of how particular children perform across different experiments and across development; and c) following the 0-5 children into school and determining how their preschool language abilities impact on the beginnings of their literacy development. In this research, we will seek to understand language learning using a range of different methods. We will observe and record children in natural interaction as well as studying their language in more controlled experiments and using behavioural measures and correlations with brain activity (EEG). Combining information collected using these different methods will constrain the types of explanations that can be proposed; and using computer models to understand our results will help us to create more accurate and comprehensive theories of how children learn.The next phase of LuCiD will also include a COMMUNICATIONS AGENDA, a TECHNOLOGY AGENDA and a CAPACITY BUILDING PROGRAMME.In the COMMUNICATIONS AGENDA, we will work with our IMPACT CHAMPIONS to ensure that parents know how they can best help their children learn to talk, and to give healthcare and education professionals and policy-makers the information they need to create training and intervention programmes that are firmly rooted in the latest research findings.In the TECHNOLOGY AGENDA, we will make the new tools and research designs that we have developed, and the new data that we have collected, available to other researchers and practitioners on an open access basis.In the CAPACITY BUILDING PROGRAMME, we will train new researchers in the range of different methods used across the Centre, and in how to communicate their findings to parents, educational professionals and policy makers. This will ensure the long-term future of language development research in the UK and of our approach to understanding how children learn to talk.
LuCiD的使命是改变我们对儿童如何学习说话的理解,并提供所需的科学证据,以设计有效的早期教育和医疗干预措施。学习使用语言进行有效沟通对社会非常重要。许多儿童入学时没有在课堂上取得成功所需的语言技能,这些早期语言和沟通方面的弱点是日后教育和社会不平等的主要预测因素。为了解决这个问题,我们需要知道一些问题的答案:孩子们是如何从他们所看到和听到的东西中学习语言的?对儿童大脑活动的测量能告诉我们他们在不同年龄所知道的东西吗?儿童之间的差异和环境的差异如何影响儿童学习说话?解决这些问题对研究人员来说是一个重大挑战,但是,在LuCiD的第一阶段,我们已经通过汇集来自不同研究背景和不同研究技能的研究人员,在迎接这一挑战方面取得了很大进展。在下一阶段,LuCiD将通过协调英国和国外的三个研究流,在这一成功的基础上再接再厉。流1:从变化到解释:我将把我们在单词学习和语法发展方面的发现,用来解释患有发展性语言障碍的儿童的发展。流程2:从简单到复杂:我们将利用我们在交际发展方面的发现,来了解不同群体的儿童如何在他们进入学校后会遇到的更复杂的现实世界中学习使用语言进行交流。流程3:超越0-5:将建立在LuCiD的0-5项目-一项对80名儿童前5年语言学习的研究-通过a)使用0-5数据来了解儿童的好奇心-基于探索的方法塑造了他们的单词学习; B)使用0-5岁的数据来建立个性化的计算机模型,以了解特定儿童在不同实验和发展中的表现;以及c)跟踪0-5岁的儿童进入学校,并确定他们的学前语言能力如何影响他们的识字发展的开始。在这项研究中,我们将寻求使用一系列不同的方法来理解语言学习。我们将观察和记录儿童的自然互动,以及在更多的控制实验中研究他们的语言,并使用行为测量和与大脑活动(EEG)的相关性。综合使用这些不同方法收集的信息将限制可以提出的解释类型;使用计算机模型来理解我们的结果将有助于我们创造更准确和更全面的儿童学习理论。LuCiD的下一阶段还将包括一个沟通议程,一个技术议程和一个能力建设计划。在沟通议程中,我们将与IMPACT CHAMPIONS合作,确保父母知道如何最好地帮助孩子学习说话,并为医疗保健和教育专业人员以及政策制定者提供所需的信息,以创建牢固植根于最新研究成果的培训和干预计划。我们将把我们开发的新工具和研究设计,以及我们收集的新数据,以开放的方式提供给其他研究人员和从业人员。在能力建设计划中,我们将培训新的研究人员,使他们了解中心使用的各种方法,以及如何将他们的研究结果传达给家长、教育专业人员和政策制定者。这将确保英国语言发展研究的长期未来,以及我们了解儿童如何学习说话的方法。
项目成果
期刊论文数量(10)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
He was run-over by a bus: Passive - but not pseudo-passive - sentences are rated as more acceptable when the subject is highly affected. New data from Hebrew, and a meta-analytic synthesis across English, Balinese, Hebrew, Indonesian and Mandarin
他被一辆公共汽车碾过:当主题受到高度影响时,被动句(但不是伪被动句)被认为更容易被接受。
- DOI:10.5070/g6011177
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Ambridge B
- 通讯作者:Ambridge B
Uninversion error in English-speaking children's wh-questions: Blame it on the bigrams?
英语儿童 wh 问题中的反倒装错误:归咎于二元词?
- DOI:10.34842/2023.641
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Ambridge B
- 通讯作者:Ambridge B
Current Perspectives on Child Language Acquisition - How children use their environment to learn
当前对儿童语言习得的看法 - 儿童如何利用他们的环境来学习
- DOI:10.1075/tilar.27.02two
- 发表时间:2020
- 期刊:
- 影响因子:0
- 作者:Twomey K
- 通讯作者:Twomey K
Against stored abstractions: A radical exemplar model of language acquisition
- DOI:10.1177/0142723719869731
- 发表时间:2019-09-09
- 期刊:
- 影响因子:1.9
- 作者:Ambridge, Ben
- 通讯作者:Ambridge, Ben
The crosslinguistic acquisition of sentence structure: Computational modeling and grammaticality judgments from adult and child speakers of English, Japanese, Hindi, Hebrew and K'iche'.
句子结构的跨语言习得:英语、日语、印地语、希伯来语和基切语成人和儿童的计算建模和语法判断。
- DOI:10.1016/j.cognition.2020.104310
- 发表时间:2020
- 期刊:
- 影响因子:3.4
- 作者:Ambridge B
- 通讯作者:Ambridge B
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Julian Pine其他文献
Prime Surprisal as a Tool for Assessing Error-Based Learning Theories: A Systematic Review
Prime Surprisal 作为评估基于错误的学习理论的工具:系统回顾
- DOI:
- 发表时间:
2024 - 期刊:
- 影响因子:0.9
- 作者:
J. Fazekas;Giovanni Sala;Julian Pine - 通讯作者:
Julian Pine
Julian Pine的其他文献
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{{ truncateString('Julian Pine', 18)}}的其他基金
Developing a psychologically realistic generalisation mechanism within MOSAIC
在 MOSAIC 内开发心理现实的泛化机制
- 批准号:
ES/J011436/1 - 财政年份:2012
- 资助金额:
$ 246.51万 - 项目类别:
Research Grant
Modelling the cross-linguistic pattern of verb-marking and utterance-internal omission errors in MOSAIC using syllabified input
使用音节化输入对 MOSAIC 中动词标记和话语内部遗漏错误的跨语言模式进行建模
- 批准号:
ES/G002282/1 - 财政年份:2008
- 资助金额:
$ 246.51万 - 项目类别:
Research Grant
Modelling the cross-linguistic pattern of finiteness marking in declaratives and questions
对陈述性和问题中有限性标记的跨语言模式进行建模
- 批准号:
ES/D005515/1 - 财政年份:2006
- 资助金额:
$ 246.51万 - 项目类别:
Research Grant
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