Word Learning in Children: Normal Development and Language Impairment

儿童的单词学习：正常发展和语言障碍

• 批准号: 7410093
• 负责人: Holly L Storkel
• 金额: $ 33.52万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-05-01 至 2011-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7410093
• 关键词: Address; Affect; Cereals; Child; Clinical; Comprehension; Development; Diagnostic; Disease; Exposure to; Failure; Foundations; Future; Goals; Health Benefit; Impairment; Individual; Instruction; Language; Language Development; Learning; Link; Maps; Methods; Microscopic; Modeling; Nursery Schools; Population; Property; Rate; Reading; Research; Risk; Semantics; Structure; Techniques; Theoretical model; Time; Vocabulary; Work; base; classical conditioning; elementary school; improved; lexical; long term memory; mental representation; novel; peer; phonology; prevent; programs; sound; specific language impairment; success

DESCRIPTION (provided by applicant): The long-term goal of this research program is to determine the factors that influence how children learn the words of the language and use this evidence to develop a comprehensive model of word learning across normal and impaired language development. Ultimately, this model will be used to construct clinical diagnostic and treatment techniques to improve word learning, minimizing future deficits in language acquisition. Across planned projects, we examine similarities and differences in the contribution of representations of sounds (i.e., phonological representations), whole-word forms (i.e., lexical representations), and meaning (i.e., semantic representations) to both simple associative learning (i.e., initial mapping) and long-term integrative learning (i.e., extended mapping). Four projects are planned with multiple studies in each project to independently address sound, whole-word froms, and meaning. At the macroscopic level, Project A focuses on developmental changes in word learning from preschool to adulthood, and Project B explores word learning differences between children with normal language and those with specific language impairment. At the microscopic level, Project C examines whether incremental changes in representations produce corresponding incremental changes in word learning. Project D explores whether specific types of relationships between novel and known representations influence learning of new representations. Projects C and D also investigate whether properties of sounds, whole-word forms, and/or meaning can be manipulated during exposure to enhance word learning. The resulting findings will provide the necessary evidence to build a comprehensive model of the learning of sound, word-form, and meaning representations that can be used to develop theoretically motivated clinical techniques. The health benefit of this research is that many children with language impairments have difficulty learning new words, yet the cause of this deficit is poorly understood. Early word learning is critical because it may set the foundation for acquisition of reading decoding, reading comprehension, and academic success. Children who enter elementary school with vocabulary deficits have difficulty closing the gap with their peers. Thus, effective word learning instruction is critical in preventing reading and academic failure. Theoretically motivated diagnostic and treatment methods may minimize this risk.

描述（由申请人提供）：本研究项目的长期目标是确定影响儿童如何学习语言单词的因素，并利用这些证据开发一个跨正常和受损语言发展的单词学习综合模型。最终，该模型将用于构建临床诊断和治疗技术，以提高单词学习，最大限度地减少未来语言习得的缺陷。在计划的项目中，我们研究了声音表征（即语音表征）、全词形式（即词汇表征）和意义（即语义表征）对简单联想学习（即初始映射）和长期综合学习（即扩展映射）的贡献的异同。计划四个项目，每个项目都有多个研究，以独立解决声音，全词形式和意义。在宏观层面上，项目A关注幼儿到成年时期词汇学习的发展变化，项目B关注正常语言儿童和特殊语言障碍儿童词汇学习的差异。在微观层面上，项目C研究表征的增量变化是否会导致单词学习的相应增量变化。项目D探讨新颖表征和已知表征之间的特定类型的关系是否会影响新表征的学习。项目C和D还研究了在接触过程中是否可以操纵声音、整词形式和/或意义的特性来增强单词学习。结果发现将提供必要的证据，以建立一个全面的模型，学习的声音，单词形式，和意义表征，可用于开发理论动机临床技术。这项研究对健康的好处是，许多有语言障碍的儿童在学习新单词方面有困难，但这种缺陷的原因却知之甚少。早期词汇学习至关重要，因为它可能为阅读解码、阅读理解和学业成功奠定基础。进入小学就有词汇缺陷的孩子很难缩小与同龄人的差距。因此，有效的单词学习指导对于防止阅读和学业失败至关重要。理论上有动机的诊断和治疗方法可以将这种风险降到最低。