Infant Speech Processing as Predictor of Language Disorder in English and Spanish

婴儿言语处理作为英语和西班牙语语言障碍的预测因子

• 批准号: 7425342
• 负责人: ANNE FERNALD
• 金额: $ 65.97万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7425342
• 关键词: Acoustics; Adult; Age; Age-Years; Area; Basic Science; Child; Child Language; Clinical; Cognitive; Communities; Competence; Complex; Comprehension; Daily; Development; Experimental Designs; Eye; Goals; Growth; Impairment; Individual Differences; Infant; Knowledge; Language; Language Delays; Language Development; Language Disorders; Latino; Learning; Life; Linguistics; Link; Longitudinal Studies; Low Income Population; Mainstreaming; Measures; Minority; Monitor; National Institute of Child Health and Human Development; Normal Range; Outcome; Participant; Population; Population Heterogeneity; Procedures; Process; Process Measure; Range; Recruitment Activity; Research; Research Personnel; Risk; Sampling; Semantics; Signal Transduction; Source; Speech; Speech Sound; Speed; Stimulus; Testing; Time; clinically relevant; design; infancy; instrument; language processing; lexical; novel; programs; research facility; skills; social; speech processing; tool

DESCRIPTION (provided by applicant): To understand language, children must listen for meaning in speech sounds that unfold rapidly in time. Researchers have begun to explore the emergence of early efficiency in language understanding in typically developing (TD) infants, but little is known about how speech processing abilities develop in children who are at risk for language delay (LD), the question that motivates this proposal. Two longitudinal studies with English- and Spanish-learning children at risk for language delay explore relations between online measures of processing efficiency and traditional measures of language and cognitive competence on experimental and standardized tests. Participants in Study I, (n=125) recruited at 18 months, include English-learning TD children as well as "late talkers" (LT), some who will later move into the normal range, and some who will remain at risk for language delay. These children are tested in the "looking-while-listening" (LWL) procedure to assess speech processing skill at 18, 24, 30, 36, & 48 months. Participants in Study II (n=126) are Spanish-learning children at risk for language delay, as well as bilingual children learning Spanish and English simultaneously, also recruited at 18 months including TD and LT children. These Latino children are assessed at 18, 24, 36, 48, & 60 months. One goal is to adapt online processing measures developed with TD children to focus on Language Processing Challenges (LPCs) in four critical areas of language competence: familiar word recognition; use of morphosyntactic information; semantic integration; and novel word learning, all areas in which LD children have difficulties. A second goal is to establish the validity of these new online processing measures for use with very young children in relation to traditional measures of lexical and grammatical growth and to standardized clinical instruments used to assess language delay. At each age children are tested in the online LWL procedure, yielding precise, sensitive, continuous measures of speed and accuracy in interpreting linguistic stimuli in real time. They are also assessed at each age on standardized tests, enabling us to examine concurrent relations between processing efficiency in each LPC and more traditional measures of language development. Our overarching goal is to determine which measures of language function are most powerful in predicting later outcomes in diverse populations. We use online measures to identify which particular processing problems may be early precursors or "markers" of later language impairment. Our longitudinal designs prospectively track growth in language skills, allowing us to determine to what extent processing efficiency in infancy can distinguish LT children who "catch up" from those who are at risk for language and learning difficulties. Although our major focus is on the clinical relevance of these measures for children at risk for language delay, Studies I & II will also enable us to explore the full continuum of receptive language skill in diverse populations of children learning Spanish and English, documenting individual differences in children who are highly competent as well as those who are having difficulty in spoken language processing.

描述（由申请人提供）：为了理解语言，儿童必须倾听随着时间的推移迅速展开的语音中的含义。研究人员已经开始探索典型发育（TD）婴儿语言理解早期效率的出现，但对语言延迟（LD）风险儿童的语音处理能力如何发展知之甚少，这是激发这一建议的问题。两个纵向研究英语和西班牙语学习的儿童在语言延迟的风险探讨处理效率的在线措施和传统措施的语言和认知能力的实验和标准化测试之间的关系。研究I的参与者（n=125）在18个月时招募，包括英语学习TD儿童以及“晚说话者”（LT），有些人后来将进入正常范围，有些人将继续处于语言延迟的风险中。这些儿童在18、24、30、36和48个月时接受“边看边听”（LWL）程序的测试，以评估语音处理技能。在研究II（n=126）的参与者是西班牙语学习的儿童在语言延迟的风险，以及双语儿童同时学习西班牙语和英语，也招募在18个月，包括TD和LT儿童。这些拉丁裔儿童在18，24，36，48和60个月时进行评估。一个目标是适应TD儿童开发的在线处理措施，专注于语言能力的四个关键领域的语言处理挑战（LPCs）：熟悉的单词识别;使用形态句法信息;语义整合;和新单词学习，所有领域中LD儿童有困难。第二个目标是建立这些新的在线处理措施的有效性，用于非常年幼的儿童在传统的词汇和语法的增长措施和标准化的临床工具，用于评估语言延迟。在每个年龄段的儿童进行在线LWL程序测试，产生精确，灵敏，连续的速度和准确性措施，在真实的时间解释语言刺激。他们还评估在每个年龄段的标准化测试，使我们能够检查并发之间的关系处理效率在每个LPC和更传统的语言发展的措施。我们的首要目标是确定语言功能的哪些措施在预测不同人群的后期结果方面最强大。我们使用在线测量来确定哪些特定的处理问题可能是后期语言障碍的早期前兆或“标记”。我们的纵向设计前瞻性地跟踪语言技能的增长，使我们能够确定婴儿期的处理效率在多大程度上可以将“追赶”的LT儿童与那些有语言和学习困难风险的LT儿童区分开来。虽然我们的主要重点是这些措施对语言延迟风险儿童的临床相关性，研究I和II也将使我们能够探索不同人群的儿童学习西班牙语和英语的接受性语言技能的完整连续性，记录儿童的个体差异谁是高度胜任的，以及那些在口语处理方面有困难的。