Neurobiological signatures of perception and imitation of AV speech in children w

儿童 AV 语音感知和模仿的神经生物学特征

• 批准号: 8689555
• 负责人: Julia Irwin
• 金额: $ 46.76万
• 依托单位: SOUTHERN CONNECTICUT STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-05-01 至 2018-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8689555
• 关键词: Address; Age; Auditory; Behavioral; Biological; Brain; Child; Climate; Cognitive; Communication; Connecticut; Data; Development; Early Diagnosis; Early identification; Electroencephalography; Environment; Event-Related Potentials; Exhibits; Eye; Face; Funding; Gestures; Hearing; Heterogeneity; Impairment; Individual; Institution; Intervention; Joints; Laboratories; Language; Language Development; Language Disorders; Learning; Life; Linguistics; Link; Measures; Methodology; Motion; Motor; Movement; Nature; Neurobiology; Noise; Oral; Outcome; Painless; Participant; Pattern; Perception; Population; Population Heterogeneity; Process; Production; Relative (related person); Reporting; Research; Resources; Risk; School-Age Population; Signal Transduction; Social Development; Social Problems; Source; Speech; Speech Perception; Strategic Planning; Students; Techniques; United States National Institutes of Health; Universities; Visual; Work; age group; autism spectrum disorder; base; comparison group; experience; gaze; novel; public health relevance; relating to nervous system; response; skills; social; social reciprocity; visual process; visual processing; young adult

DESCRIPTION (provided by applicant): Problems in expressive language create significant barriers in cognitive and social development and in long- term outcomes, such as the ability to live independently. There is significant variability in spoken language in children with autism spectrum disorders (ASD) (Kjelgaard & Tager-Flusberg, 2001; Paul, 2007; Tager- Flusberg, 2004), ranging from an absence of functional verbal communication to relatively spared productive language. Understanding the source of deficits in spoken language is crucial, as productive skill is a key predictor of developmental outcome in this population (Venter et al. 1992). This project directly addresses a critical problem in the study of ASD; heterogeneity in language functioning. One candidate source of the observed heterogeneity in language is the poor modulation of gaze to faces of others in children with ASD (e.g., Hobson et al., 1988; Klin et al., 2002). This limited gaze to the face may have cascading effects on language learning by reducing 1) access to the visible aspects of a speaker's articulations and 2) the likelihood of imitation of visible speech gestures. In the current proposal, sensitive neurobiological and behavioral techniques including electroencephalography (EEG), event related potentials (ERP) and eye tracking will be paired with novel speech tasks to provide a window on the factors that underlie the perception, integration and production of audiovisual speech in children with ASD. In addition, while typically developing children do not exhibit difficulty with social or language functioning, some children share deficits in language with children with ASD, but do not exhibit primary deficits in social reciprocity. Thus, we will compare children with ASD relative to both a group of expressive language-matched and a group of age-matched controls, which will allow us to tease apart the contribution of linguistic and social factors to problems in language functioning. By examining AV speech perception at school-age, when linguistic outcome is known, we provide a potential marker of language function to identify young children who are at particular risk for severe deficits in later language development. This research will expand our understanding of the neurobiological underpinnings of both perception and imitation of AV speech, which have important implications for the acquisition of spoken language.

描述（由申请人提供）：表达性语言的问题会对认知和社会发展以及长期结果（如独立生活的能力）造成重大障碍。自闭症谱系障碍（ASD）儿童的口语存在显著的变异性（Kjelgaard & Tager-Flusberg，2001; Paul，2007; Tager-Flusberg，2004），从功能性言语交流的缺乏到相对较少的生产性语言。理解口语缺陷的来源至关重要，因为生产技能是这一人群发展结果的关键预测因素（Venter et al. 1992）。这个项目直接解决了ASD研究中的一个关键问题：语言功能的异质性。观察到的语言异质性的一个候选来源是ASD儿童对他人面部的凝视调节不良（例如，霍布森等人，1988; Klin等人，2002年）。这种对面部的有限注视可能对语言学习具有级联效应，其通过减少1）对说话者的发音的可见方面的访问以及2）模仿可见言语手势的可能性。在目前的提案中，敏感的神经生物学和行为技术，包括脑电图（EEG），事件相关电位（ERP）和眼动追踪将与新的语音任务配对，以提供一个窗口，了解ASD儿童视听语音的感知，整合和产生的因素。此外，虽然通常发育中的儿童不会表现出社交或语言功能的困难，但一些儿童与ASD儿童共享语言缺陷，但不会表现出社会互惠的主要缺陷。因此，我们将自闭症儿童与一组表达性语言匹配的对照组和一组年龄匹配的对照组进行比较，这将使我们能够梳理出语言和社会因素对语言功能问题的贡献。通过检查AV言语知觉在学龄期，当语言的结果是已知的，我们提供了一个潜在的标记语言功能，以确定幼儿谁是特别危险的严重缺陷，在以后的语言发展。这项研究将扩大我们对视听言语感知和模仿的神经生物学基础的理解，这对口语的习得具有重要意义。