Understanding the linguistic, cognitive, and socio-cognitive predictors of differing trajectories in child language development:

了解儿童语言发展不同轨迹的语言、认知和社会认知预测因素：

• 批准号: 2538869
• 金额: --
• 依托单位: Newcastle University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2538869
• 关键词: Understanding; linguistic; cognitive; socio; predictors

Analyses of the Early Language in Victoria Study.Approximately 7.5% of children have difficulties with language development with lifelong consequences and have Developmental Language Disorder. Early identification and provision of effective intervention could help to reduce the impact of these difficulties. However, volatility in young children's language makes it hard to predict which children with early language difficulties have persisting difficulties and which will resolve.Epidemiological studies have identified multiple predictors of language trajectories and outcomes, but these explain little of the variance. Small-scale studies have identified that early individual differences in linguistic symptomatology, cognitive, and/or socio-cognitive factors may predict language trajectories. However, due to limited follow-up, sample size, and restricted measures, the study findings remain equivocal.To rigorously examine early individual differences in linguistic symptomatology, cognitive, and socio-cognitive factors and predict language trajectories requires detailed empirical data, the Early Language in Victoria Study (ELVS), a longitudinal community cohort (N=1,910) focusing on language, uniquely provides this.Using the ELVS data, I will conduct descriptive, regression, and latent class analyses to identify: (1) language trajectories and the proportion of children with persisting, resolving, and late-emerging difficulties; (2) to what degree linguistic, cognitive, and socio-cognitive factors predict trajectories; (3) how differing trajectories predict later educational and literacy outcomes; (4) whether categorising clusters/subgroups in early linguistic, cognitive, and socio-cognitive symptomatology is possible and how do these predict later language, educational, and literacy outcomes?In answering these questions, I aim to deliver findings relevant to early identification, and therefore policy and practice, and inform theories of the ontogeny of language disorders.

维多利亚研究中对早期语言的分析。大约 7.5% 的儿童存在语言发展困难，并患有发展性语言障碍，并造成终生后果。及早发现并提供有效干预措施有助于减少这些困难的影响。然而，幼儿语言的波动性使得我们很难预测哪些患有早期语言困难的孩子会持续存在困难，哪些会解决。流行病学研究已经确定了语言轨迹和结果的多种预测因素，但这些都无法解释差异。小规模研究发现，语言症状、认知和/或社会认知因素的早期个体差异可以预测语言轨迹。然而，由于随访有限、样本量和测量手段有限，研究结果仍然模棱两可。为了严格检查语言症状学、认知和社会认知因素的早期个体差异并预测语言轨迹，需要详细的经验数据，维多利亚早期语言研究（ELVS），一个关注语言的纵向社区队列（N=1,910），独特地提供了这一点。使用ELVS 根据数据，我将进行描述性、回归和潜在类别分析，以确定：（1）语言轨迹以及存在持续性、解决性和晚期出现困难的儿童的比例； (2) 语言、认知和社会认知因素在多大程度上预测轨迹； (3) 不同的轨迹如何预测以后的教育和识字结果； (4) 在早期语言、认知和社会认知症状学中对集群/亚组进行分类是否可能，以及它们如何预测后来的语言、教育和识字结果？在回答这些问题时，我的目标是提供与早期识别相关的发现，从而提供与政策和实践相关的发现，并为语言障碍的个体发生理论提供信息。