Environmental & Biological Variation and Language Growth

环境的

• 批准号: 6465684
• 负责人: SUSAN J GOLDIN-MEADOW
• 金额: $ 119.98万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-04-01 至 2007-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6465684
• 关键词: behavioral /social science research tag; brain disorders; clinical research; environment; human subject; language development

DESCRIPTION: (provided by applicant) Acquiring the ability to communicate using natural language and symbolic gestures is a uniquely human capacity that underlies the exchange of information among people. There is as yet no consensus concerning how susceptible this process is to environmental and biological variation. The proposed Program Project focuses on this issue, exploring the extent and the limits of the language-learning process. To examine language growth in the face of environmental variation (Project I), a group of children selected to reflect the demographic distribution within the Chicago area will be observed longitudinally, both at home and at daycare, with an eye toward determining the relation between variations in the speech of caregivers and variations in children's language skills. Assessments will be made of child production and comprehension, and adult input, at 4-month intervals from 14 to 58 mos. Using these data, growth curves will be constructed for each child to track language development across time, and to examine the child's linguistic progress in relation to changes in input. To explore language growth in the face of biological variation (Project III), a group of children with unilateral brain injury will be observed from 14 to 58 mos. with an eye toward describing their language growth, and determining whether environmental variation plays the same role in predicting their growth as it does in children who have not suffered brain injury. Along with traditional measures, two additional probes will be used. (1) The child's communicative competence, and the child's communicative input, will be assessed using gesture as well as speech (Project II). Gesture will be examined in both the brain injured and intact groups to determine whether children who are delayed in speech relative to their peers use gesture to compensate for those delays, and to determine whether the gestures caregivers produce along with their own speech predict individual differences in child language growth. (2) The brain bases underlying communicative competence will be assessed using fMRI techniques (Project IV). The linguistic and gestural skills of individuals who have suffered brain injury at different points in their development will be assessed; fMRI probes will then be used to determine which cortical areas are involved in linguistic and gestural functioning following brain injury occurring at different ages. Three cores provide broad support to the projects: the Administrative Core A, the Data Collection and Transcription Core B, and the Statistical Core C.

描述：（由申请人提供）获得沟通能力 使用自然语言和象征性手势是人类独特的能力 是人们之间信息交流的基础。目前还没有 关于该过程对环境和环境的影响程度的共识 生物变异。拟议的计划项目重点关注这个问题， 探索语言学习过程的范围和局限性。到 检查面对环境变化时的语言发展（项目 I）， 选择反映人口分布的儿童群体 芝加哥地区将在家里和日托中心进行纵向观察， 着眼于确定语音变化之间的关系 照顾者的数量和儿童语言技能的差异。评估将 由 4 个月大的儿童的生产和理解以及成人的输入组成 间隔为 14 至 58 个月。使用这些数据，增长曲线将是 为每个孩子构建，以跟踪不同时间的语言发展，并 检查孩子的语言进步与输入变化的关系。到 探索面对生物变异时的语言发展（项目 III）， 单侧脑损伤儿童组将于 14 至 58 岁进行观察 莫。着眼于描述他们的语言成长，并确定 环境变化在预测其生长方面是否发挥相同的作用 就像没有遭受脑损伤的儿童一样。 除了传统措施外，还将使用两个额外的探头。 (1) 的 孩子的交际能力以及孩子的交际输入 使用手势和语音进行评估（项目 II）。手势将是 对脑损伤组和完整组进行检查以确定是否 与同龄人相比，言语迟缓的孩子会使用手势来表达 补偿这些延迟，并确定护理人员的手势是否 与自己的言语一起预测孩子的个体差异 语言成长。 (2) 沟通能力的大脑基础 使用功能磁共振成像技术进行评估（项目 IV）。语言和手势 在不同时期遭受过脑损伤的个人的技能 他们的发展将受到评估；然后，fMRI 探针将用于确定 哪些皮质区域涉及语言和手势功能 不同年龄发生的脑损伤。三核提供广泛 对项目的支持：行政核心 A、数据收集和 转录核心 B 和统计核心 C。