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有的能力， 是人与人之间信息交流的基础目前还没有 关于这一过程对环境和 生物变异拟议的方案项目侧重于这一问题， 探索语言学习过程的广度和局限性。到 研究语言在环境变化中的发展（项目I）， 选择的儿童群体，以反映 芝加哥地区将被纵向观察，无论是在家里还是在日托， 着眼于确定语音变化之间的关系 照顾者和儿童语言技能的差异。评估将 在4个月时，由儿童的生产和理解以及成人的输入组成 间隔14 ~ 58个月。利用这些数据， 为每个孩子建立跟踪语言发展的时间， 检查孩子的语言进步与输入变化的关系。到 探索生物变异中的语言发展（项目III）， 单侧脑损伤组，14 ~ 58岁 莫斯着眼于描述他们的语言发展， 环境变化是否在预测它们的生长中起着同样的作用 就像没有遭受脑损伤的儿童一样。 沿着传统测量，将使用两个附加探头。(1)的 孩子的交际能力和孩子的交际输入， 使用手势和语音进行评估（项目II）。手势将是 在脑损伤组和完整组中进行检查，以确定是否 相对于同龄人来说，说话迟缓的儿童使用手势来 补偿这些延迟，并确定手势护理人员是否 产生沿着自己的言语预测儿童个体差异 语言成长(2)交际能力的大脑基础将 使用fMRI技术进行评估（项目IV）。语言和手势 在不同时间点遭受脑损伤的个人的技能， 他们的发展将被评估;功能磁共振成像探针将被用来确定 哪些皮层区域参与语言和手势功能 不同年龄段的脑损伤三个核心提供广泛的 支持项目：行政核心A、数据收集和 转录核心B和统计核心C。