Investigating music as a facilitator of early word learning in autism: Learning words from spoken vs. sung language
研究音乐对自闭症早期单词学习的促进作用:从口语和歌唱语言中学习单词
基本信息
- 批准号:2890961
- 负责人:
- 金额:--
- 依托单位:
- 依托单位国家:英国
- 项目类别:Studentship
- 财政年份:2023
- 资助国家:英国
- 起止时间:2023 至 无数据
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
Background Although autistic children use the same mechanisms in word learning (WL) as typically developing children1,2,3,4,5,6, they struggle with the generalisation of new words, and there is a lack of research investigating factors that may facilitate learning in children who experience difficulties acquiring language7.Neuroimaging studies reveal that autistic individuals show reduced activation in language-specific brain regions during speech stimulation, but greater activation during song stimulation8,9. Thus, music could work as a compensator for reduced language abilities9. To our knowledge, there are no studies investigating if music facilitates WL. We propose to investigate implicit learning and generalisation of spoken and sung novel words in autism, addressing the following questions: 1. Does music facilitate object-word mappings in autistic children? 2. Does music promote generalisation processes of new words in autistic children?DesignWe will recruit 30 preschool-aged autistic children, matched with a neurotypical group on expressive vocabulary. A mixed design will be used, with autism status as between-subjects and WL condition (spoken vs. sung words) as within-subjects independent variables. Number of words learnt receptively and number of generalised novel words will be dependent variables. As social skills and language abilities are closely linked10, and music activates language-specific brain regions in autistic individuals8,9, children's baseline social responsiveness, language and musical perception will be measured to investigate their role as putative moderators of WL.Children will be tested over three sessions. Baseline measures of potential moderators will be taken during the first session. Tablet-based eye-tracking measures for sociality and musicality will be developed to minimise task demands. Social responsivity measures will be adapted from an existing app-based assessment for autism11 and music perception measures adapted from existing in-person tasks12. Cognitive and language development will be assessed using standardised direct and parent report measures13,14.WL of spoken and sung words will be investigated in two other sessions, adapting an existing WL paradigm2. Since autistic children benefit from higher iconicity in WL tasks15, materials will include coloured photographs. Warm-up trials will show photographs of familiar objects from MB-CDI word lists14. Training trials will use nonsense words and novel objects from the NOUN database16. Children will hear and see an animated cartoon character on screen which will name target items (through speaking/singing during the spoken/sung word condition) and ask the child to identify them in retention and generalisation tasks. Eye-tracking technology will be used to identify children's preferential looking patterns in these tasks.Implications This study will adapt existing assessments to an app-based eye-tracking measure for young children with little or no language which could be used by practitioners to assess social and musical perception skills in the future. Our findings will provide insight into mechanisms that may facilitate word-object mappings in autistic children experiencing difficulties acquiring language which has implications for speech and language interventions and will help to shape optimal learning environments. The experimental approach using a cartoon character could be extended to an app-based learning tool to support vocabulary acquisition.
背景虽然自闭症儿童在单词学习(WL)中使用与典型发育儿童相同的机制1,2,3,4,5,6,但他们在概括新单词方面很困难,神经影像学研究表明,自闭症患者的语言活动减少,特定的大脑区域在语音刺激,但更大的激活在歌曲刺激8,9。因此,音乐可以作为语言能力下降的补偿。据我们所知,没有研究调查音乐是否有助于WL。本研究旨在探讨自闭症患者的内隐学习和口语及歌唱新词汇的概括,主要研究以下问题:1。音乐能促进自闭症儿童的客体-词汇映射吗?2.音乐能促进自闭症儿童对生词的概括吗?设计我们将招募30名学龄前自闭症儿童,与一个神经典型组的表达词汇相匹配。将使用混合设计,其中自闭症状态作为受试者之间的状态,WL条件(口语与唱歌)作为受试者内的自变量。接受性学习的单词数量和概括的新单词数量将是因变量。由于社交技能和语言能力密切相关10,而音乐会激活自闭症患者的语言特异性大脑区域8,9,因此将测量儿童的基线社交反应,语言和音乐感知,以调查他们作为WL的假定调节者的角色。将在第一次会议期间对潜在主持人进行基线测量。将开发基于平板电脑的社交性和音乐性眼动追踪措施,以最大限度地减少任务需求。社会反应性测量将从现有的基于应用程序的自闭症评估11和音乐感知测量改编自现有的亲自任务12。认知和语言发展将使用标准化的直接和父母报告测量进行评估13,14。口语和歌唱单词的WL将在另外两个阶段进行研究,适应现有的WL范式2。由于自闭症儿童受益于较高的形象性在WL任务15,材料将包括彩色照片。热身试验将展示MB-CDI单词列表中熟悉物体的照片14。训练试验将使用NOUN数据库16中的无意义单词和新颖物体。孩子们会听到和看到一个动画卡通人物在屏幕上,将名称的目标项目(通过说话/唱歌在口语/唱词条件),并要求孩子识别他们的保留和概括任务。眼动跟踪技术将被用来确定儿童的优先寻找模式,在这些Tasks.Implications本研究将适应现有的评估,以应用程序为基础的眼动跟踪措施,为幼儿很少或没有语言,可用于从业者评估社会和音乐感知技能的未来。我们的研究结果将深入了解可能促进自闭症儿童习得语言困难的词-对象映射的机制,这对言语和语言干预具有影响,并将有助于塑造最佳的学习环境。使用卡通人物的实验方法可以扩展到基于应用程序的学习工具,以支持词汇习得。
项目成果
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其他文献
吉治仁志 他: "トランスジェニックマウスによるTIMP-1の線維化促進機序"最新医学. 55. 1781-1787 (2000)
Hitoshi Yoshiji 等:“转基因小鼠中 TIMP-1 的促纤维化机制”现代医学 55. 1781-1787 (2000)。
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LiDAR Implementations for Autonomous Vehicle Applications
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2021 - 期刊:
- 影响因子:0
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吉治仁志 他: "イラスト医学&サイエンスシリーズ血管の分子医学"羊土社(渋谷正史編). 125 (2000)
Hitoshi Yoshiji 等人:“血管医学与科学系列分子医学图解”Yodosha(涉谷正志编辑)125(2000)。
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Effect of manidipine hydrochloride,a calcium antagonist,on isoproterenol-induced left ventricular hypertrophy: "Yoshiyama,M.,Takeuchi,K.,Kim,S.,Hanatani,A.,Omura,T.,Toda,I.,Akioka,K.,Teragaki,M.,Iwao,H.and Yoshikawa,J." Jpn Circ J. 62(1). 47-52 (1998)
钙拮抗剂盐酸马尼地平对异丙肾上腺素引起的左心室肥厚的影响:“Yoshiyama,M.,Takeuchi,K.,Kim,S.,Hanatani,A.,Omura,T.,Toda,I.,Akioka,
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