Interdisciplinary Research Training In Speech-Language Disorders

 描述（由申请人提供）：在传播科学和疾病（CSD）领域，新的博士学位严重短缺。这项培训补助金旨在解决这一短缺问题，在全国排名最高的部门之一培养儿童和成人言语-语言障碍领域的研究学者。这种竞争性的延续要求支持五名博士前学生和一名博士后研究员参加跨学科的培训计划，该计划利用了传播科学与疾病，心理学，教育心理学和韦斯曼中心的教师和资源。威斯康星大学麦迪逊分校在教师和学生在这些不同的项目中的高水平合作方面也许是独一无二的，这种互动是由韦斯曼中心的存在所促进的，韦斯曼中心是一个跨学科中心，支持对人类发展，发育障碍和神经退行性疾病的研究。因此，威斯康星大学麦迪逊分校非常适合培养学生的职业生涯在言语和语言障碍，因为在这一领域的研究和实践必须借鉴来自各个领域的专业知识。的 建议的培训补助金的目的是帮助学生在跨学科培训计划中为言语和语言障碍或相关学科的学术生涯做好准备。博士前学员将参加不同学科的正式课程，并将被要求完成两个短期实验室轮换（每个1学期）或一个更长的实验室轮换，除了在他们的主要顾问的实验室工作。学员将能够从许多研究项目中选择轮换，包括语言发育，语言障碍，语言和双语，记忆和认知，创伤性脑损伤中的社会沟通缺陷，儿童和成人的言语感知和生产，儿童的言语声音障碍和神经源性言语障碍。可供学员使用的实验方法包括声学语音分析、神经成像（例如，MRI/fMRI、DTI）、眼动追踪、计算建模以及许多行为范例。除了实验室轮换部分，博士前学生的增值培训活动包括更严格的定量方法（统计学）教学，扩大负责任的研究行为（RCR）教学，指导培训，期刊俱乐部，跨学科的proseminars和个人发展计划（IDP）。博士后学员将参加指导培训，赠款写作指导，期刊俱乐部，研讨会和创建IDP。博士前和博士后学员将参加至少一个为期一个学期的研讨会，重点是科学的跨学科方法的主题。

 DESCRIPTION (provided by applicant): There is a critical shortage of new PhD's in the field of Communication Sciences and Disorders (CSD). This training grant is designed to address this shortage by preparing researcher-scholars in the field of speech- language disorders in children and adults at one of the top-ranked departments in the country. This competing continuation requests support for five predoctoral students and one postdoctoral fellow to participate in an interdisciplinary training program that draws on faculty and resources in the departments of Communication Sciences & Disorders, Psychology, Educational Psychology, and the Waisman Center. The University of Wisconsin-Madison is perhaps unique in the high level of collaboration among faculty and their students in these different programs, interactions that are facilitated by the existence of the Waisman Center, an interdisciplinary center that supports research on human development, developmental disabilities, and neurodegenerative diseases. Thus, UW-Madison is ideally suited for training students for careers in speech and language disorders given that research and practice in this field must draw on expertise from a variety of fields. The purpose of the proposed training grant is to prepare students for academic careers in the field of speech and language disorders or related disciplines within an interdisciplinary training program. Predoctoral trainees will take formal coursework across different disciplines and will be required to complete two short lab rotations (1 semester each) or one longer lab rotation in addition to working in the lab of their primary advisor. Trainees will be able to select rotations from a number of research programs, including ones in language development, language disorders, language and bilingualism, memory and cognition, social communication deficits in traumatic brain injury, speech perception and production in children and adults, speech sound disorders in children, and neurogenic speech disorders. Experimental methodologies that are available to trainees include acoustic speech analysis, neuroimaging (e.g., MRI/fMRI, DTI), eye-tracking, computational modeling, as well as many behavioral paradigms. In addition to the lab rotation component, value-added training activities for predoctoral students include more rigorous instruction in quantitative methods (statistics), expanded instruction in responsible conduct of research (RCR), mentoring training, journal club, interdisciplinary proseminars, and an Individual Development Plan (IDP). The postdoctoral trainees will engage in the mentoring training, grant writing instruction, journal club, proseminars, and creation of an IDP. Both predoctoral and postdoctoral trainees will take at least one semester-long seminar focusing on the theme of interdisciplinary approaches to science.