Mechanisms of Word Learning in Infancy

婴儿期单词学习的机制

• 批准号: 8927093
• 负责人: Elika Bergelson
• 金额: $ 37.31万
• 依托单位: UNIVERSITY OF ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-12 至 2016-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8927093
• 关键词: Accounting; Address; Adult; Affect; Age; Algorithms; Attention; Auditory; Autistic Disorder; Benchmarking; Characteristics; Child; Clinical; Clip; Cognitive; Cognitive Science; Collection; Communities; Complex; Comprehension; Data; Development; Disadvantaged; Ensure; Environment; Evaluation; Exposure to; Eye; Eye Movements; Familiarity; Future; Head; Health; Hearing; Home environment; Impairment; Infant; Infant Development; Knowledge; Laboratories; Laboratory Study; Language; Language Development; Lead; Learning; Libraries; Life; Linguistics; Link; Measures; Methodology; Methods; Modeling; Outcome; Parents; Pathologist; Pediatrics; Perceptual learning; Population; Process; Production; Property; Psychology; Relative (related person); Research; Resource Sharing; Resources; Role; Scientist; Semantics; Sorting - Cell Movement; Speech; Speech Sound; Speech-Language Pathology; Structure; Testing; Time; Videotape; Visual; Visual attention; Visual impairment; Work; autism spectrum disorder; base; cognitive process; experience; improved; infancy; infant outcome; innovation; insight; interest; low socioeconomic status; novel; pediatrician; programs; research study; response; sound; success; theories; visual stimulus; word learning

DESCRIPTION (provided by applicant): Identifying how infants learn words from the language they hear and the world around them, rather than through highly constrained in-laboratory measures alone, is crucial for understanding language acquisition. The proposed research involves videotaping infant-parent interactions monthly over the course of a year (between 6-18 months), during a critical time range for word learning. These same infants, along with others, will be tested in the laboratory during this period to examine their eye-movements and word learning in response to known and novel visual stimuli, in order to examine the effects of experience, familiarity, linguistic structure, speech- sounds, and semantic properties on word learning. The two specific aims of this project are as follows: 1. Determine how infants' daily experiences lead to word learning, with every day and novel words 2. Develop paradigms that query links between visual (perceptual) and linguistic (cognitive) processes. There are three main components of this project: an in-home video corpus, word learning experiments using eye tracking and elicitation methods, and further experiments and computational analyses using the corpus-generated videos. One key set of in-laboratory studies uses the infants who were recorded for the in-home corpus. Additionally, both sets of experiments include infants who do not partake in the corpus study, ensuring the collection of appropriate baselines and independent evaluation of predictors whose success does not rely on any specific outcome from the corpus work. The large video library resource created by this project (including technologically innovative head- mounted camera footage) would add a unique, freely available and sorely needed resource for the research community. This resource would be invaluable for scientists interested in aspects of infants' early auditory and visual home environment. While limited infant video corpora exist, the sort of rich resource we propose to create is currently unavailable. The paradigms developed for analyzing visual saliency and conceptual/ perceptual learning would add to the arsenal of experimental methods available to cognitive scientists. More broadly, the outcomes of the corpus analyses, word learning, and visual saliency experiments will increase our understanding of word learning in specific, and language in general. This is a critical aim not just for language acquisition research, but for the fields of infant development, cognitive science, psychology, linguistics, pediatrics, and speech-language pathology as well. This project provides an opportunity for advancing fundamental theory in language acquisition by establishing a normative baseline, which, in turn will allow for improved assessments of infants from disadvantaged backgrounds, and for infants with auditory, visual, and language-based impairments, such as Autism, as an essential part of future research.

描述（由申请人提供）：确定婴儿如何从他们听到的语言和周围的世界中学习单词，而不是仅仅通过高度受限的实验室测量，对于理解语言习得至关重要。拟议的研究涉及在一年内（6-18 个月）每月在单词学习的关键时间范围内对婴儿与父母的互动进行录像。在此期间，这些婴儿以及其他婴儿将在实验室接受测试，检查他们对已知和新奇视觉刺激的眼睛运动和单词学习，以检查经验、熟悉程度、语言结构、语音和语义特性对单词学习的影响。该项目的两个具体目标如下： 1. 确定婴儿的日常经历如何导致单词学习，包括日常生活和新单词 2. 开发查询视觉（知觉）和语言（认知）过程之间联系的范式。该项目由三个主要组成部分：家庭视频语料库、使用眼动追踪和启发方法的单词学习实验以及使用语料库生成的视频进行进一步的实验和计算分析。一组关键的实验室研究使用了为家庭语料库记录的婴儿。此外，两组实验都包括不参与语料库研究的婴儿，确保收集适当的基线并独立评估预测变量，其成功不依赖于语料库工作的任何具体结果。该项目创建的大型视频库资源（包括技术创新的头戴式摄像机镜头）将为研究界添加独特、免费且急需的资源。对于对婴儿早期听觉和视觉家庭环境感兴趣的科学家来说，这一资源将是非常宝贵的。虽然存在有限的婴儿视频语料库，但我们建议创建的丰富资源目前尚不可用。为分析视觉显着性和概念/感知学习而开发的范式将增加认知科学家可用的实验方法库。更广泛地说，语料库分析、单词学习和视觉显着性实验的结果将增加我们对特定单词学习和一般语言的理解。这不仅是语言习得研究的一个关键目标，也是婴儿发展、认知科学、心理学、语言学、儿科和言语病理学领域的一个关键目标。该项目通过建立规范基线，为推进语言习得的基础理论提供了机会，这反过来又将改进对来自弱势背景的婴儿以及有听觉、视觉和语言障碍（例如自闭症）的婴儿的评估，作为未来研究的重要组成部分。