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Attentional Control in Preschoolers With and Without SLI

有和没有 SLI 的学龄前儿童的注意力控制

基本信息

批准号：
7237269
负责人：
TAMMIE J SPAULDING
金额：
$ 3.16万
依托单位：
UNIVERSITY OF ARIZONA
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-06-01 至 2008-05-31
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): This application is guided by a theoretical framework positing that children with typical language skills apply general cognitive resources, such as attention, to facilitate language acquisition, and limitations in these processes may contribute to poor language skills. From this perspective, the study of attentional functioning of children who exhibit difficulty with language would have value for both informing this theory and for understanding the nature of the disorder. However, research on attentional functioning of children with specific language impairment (SLI) is scarce, and only a few facets of attention have been addressed at all. In addition, although school-age children with SLI have been studied, the assessment of attentional functioning in preschoolers with SLI has not. This is likely the result the limitations inherent to the methods used for evaluating attentional skills at younger ages. The purpose of this application is to extend a method previously used successfully with preschool children to study selected aspects of attentional control including distractibility, inhibitory control, and error monitoring. This work, along with a previous study on sustained attention, is intended to determine whether specific subcomponents of attention are weak for children with SLI. This work is a prerequisite for a long term goal of addressing how attention may affect language acquisition in SLI. Furthermore, the methodology proposed has the potential to offer improved procedures for diagnosing attentional difficulties at an early age, regardless of language status.

描述（由申请人提供）：本申请以理论框架为指导，该框架假设具有典型语言技能的儿童会运用一般认知资源（例如注意力）来促进语言习得，而这些过程中的限制可能会导致语言技能较差。从这个角度来看，对表现出语言障碍的儿童的注意力功能的研究对于为这一理论提供信息和理解这种疾病的本质都具有价值。然而，关于特定语言障碍（SLI）儿童注意力功能的研究很少，而且只涉及注意力的几个方面。此外，虽然已经对患有 SLI 的学龄儿童进行了研究，但尚未对患有 SLI 的学龄前儿童的注意力功能进行评估。这可能是用于评估年轻人注意力技能的方法固有的局限性的结果。此应用程序的目的是扩展以前成功用于学龄前儿童的方法，以研究注意力控制的选定方面，包括注意力分散、抑制控制和错误监控。这项工作与之前一项关于持续注意力的研究一起，旨在确定患有 SLI 的儿童注意力的特定组成部分是否较弱。这项工作是解决注意力如何影响 SLI 语言习得这一长期目标的先决条件。此外，所提出的方法有可能提供改进的程序来诊断早期注意力困难，无论语言状况如何。