Real-time Examination of Childhood Language Impairment

儿童语言障碍的实时检查

• 批准号: 6793730
• 负责人: RICHARD G SCHWARTZ
• 金额: $ 29.23万
• 依托单位: CUNY GRADUATE SCH AND UNIV CTR
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6793730
• 关键词: auditory stimulus; behavior test; behavioral /social science research tag; clinical research; comprehension; computer human interaction; human subject; language disorders; middle childhood (6-11); neural information processing; online computer; phonology; preschool child (1-5); psycholinguistics; semantics; statistics /biometry; syntax; time resolved data; verbal behavior; visual stimulus; vocabulary

DESCRIPTION (provided by applicant): Most children with Specific Language Impairment (SLI) have mixed receptive and expressive deficits. Even for the children whose impairment appears limited to expression, comprehension status remains in doubt because the tests employed are not sufficiently sensitive and because they tell us little about the processes that ultimately lead to correct or to incorrect endpoint comprehension responses. Previous investigations of SLI have largely relied on spontaneous or elicited production data and on a small number of off-line comprehension tasks. These tasks reveal little about the nature of real time processing and the time course of component processes underlying comprehension. These processes can only be understood by detailing, moment-by-moment, the temporal course of information integration as it takes place during language comprehension. The goal of this project is to examine the nature of on-line lexical processing in children with SLI. A series of on-line experiments are organized into four Groups. Experiment Group A addresses word recognition by examining how (and whether) SLI children resolve segmentation ambiguities. Experiment Group B addresses the organization of the mental lexicon in SLI children by examining lexical access and semantic and phonological priming. Experiment Group C explores how lexical information is integrated into processing at the syntactic level, focusing on properties of verbs (argument structure and thematic roles) and on processing of closed-class function words and their integration into sentence processing. Experiment Group D examines the interaction of lexical processing with the on-line assignment of antecedents to anaphors on the one hand, and with the establishment of relations between moved phrases and their traces on the other hand (as in object relative constructions). In all the experiment series, manipulations of temporal rate, processing load, and prosodic saliency will yield converging evidence regarding the nature of processing deficits. Children with SLI will be compared with two groups of children developing language typically: children matched for chronological age, and children matched for comprehension abilities. The data should yield evidence that will elucidate the nature of SLI and suggest new approaches to assessment and intervention for this disorder.

描述（由申请人提供）：大多数儿童具有特定语言 损伤（SLI）具有混合的接受和表达缺陷。即使对于 障碍似乎仅限于表达、理解能力的儿童 仍然存在疑问，因为所采用的测试不够灵敏 因为它们几乎没有告诉我们最终导致正确结果的过程 或错误的端点理解响应。之前的调查 SLI 在很大程度上依赖于自发的或诱发的生产数据以及 少量离线理解任务。这些任务几乎没有透露什么 实时处理的本质和组件过程的时间过程 底层理解。这些过程只有通过详细说明才能理解， 每时每刻，信息整合的时间过程 语言理解过程中的位置。该项目的目标是检查 SLI 儿童在线词汇处理的性质。一系列上线 实验分为四组。实验A组地址字 通过检查 SLI 儿童如何（以及是否）解决分割问题来进行识别 含糊之处。实验B组致力于心理的组织 通过检查词汇访问和语义以及 SLI 儿童的词汇 语音启动。实验 C 组探索词汇信息是如何存在的 集成到句法级别的处理中，重点关注 动词（论证结构和主题角色）以及闭类处理 虚词及其在句子处理中的整合。实验组 D 检查词法处理与在线赋值的相互作用 一方面是照应词的前因，另一方面是随着 另一方面，移动的短语与其痕迹之间的关系（如 对象相关结构）。在所有的实验系列中，操作 时间速率、处理负载和韵律显着性将产生收敛 有关处理缺陷性质的证据。患有 SLI 的儿童将会 与两组通常发展语言的儿童相比： 儿童 与实际年龄相匹配，并与理解力相匹配的儿童 能力。这些数据应该提供能够阐明 SLI 本质的证据 并提出了评估和干预这种疾病的新方法。