Longitudinal Studies of Spoken Word Recognition and Language Development

口语识别与语言发展的纵向研究

• 批准号: 8847345
• 负责人: JAMES L MORGAN
• 金额: $ 48.61万
• 依托单位: BROWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-01 至 2017-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8847345
• 关键词: Acoustics; Address; Adult; Affect; Age; Birth; Characteristics; Chinese People; Cognitive; Cohort Studies; Complex; Development; Endogenous Factors; Enrollment; Environment; Exogenous Factors; Goals; Growth; Hearing; Individual; Infant; Knowledge; Language; Language Delays; Language Development; Language Disorders; Learning; Life; Linguistics; Literature; Longitudinal Studies; Low Birth Weight Infant; Measures; Mediating; Nursery Schools; Outcome; Pathway interactions; Performance; Phonetics; Plant Roots; Play; Population; Pregnancy; Premature Infant; Research; Retrieval; Risk; Role; Sampling; Schools; Semantics; Speech; Speech Perception; Structure; Testing; Variant; Vocabulary; cognitive ability; cognitive development; cognitive testing; combinatorial; experience; infancy; infant monitoring; language comprehension; skills; speech processing; syntax; theories; word learning

DESCRIPTION (provided by applicant): Spoken word recognition lies at the root of language comprehension and acquisition. Recognition of known words (numbering in the tens of thousands for adults) is prerequisite for retrieval and storage of semantic, syntactic, and pragmatic information associated with those words. Typically, such recognition is fast, accurate, robust, and effortless. Yet the perceptual computations required are highly complex, as anyone listening to speakers conversing in an unfamiliar language begins to discern: what one hears is a babble lacking readily identifiable words. Nevertheless, within the first year of life, infants must develop the skills needed for spoken word recognition. Such skills are prerequisite to further acquisition of language, for if a language learner cannot break input utterances into their constituent words, it will be impossible to learn how these words fit together or what individual words mean. Research proposed in this application focuses on elucidating precursors to, and predictions from, development of spoken word recognition. This project seeks to explore causal pathways from early cognitive development, basic speech perception skills, and language experience to development of spoken word recognition and early language knowledge, and hence to pre-school language outcomes. A pair of integrative longitudinal studies will measure infants from birth to 24 months on batteries of tests assessing cognitive and linguistic development; language environments will also be measured. A further battery of tests at 36 months will assess pre-school language outcomes. One longitudinal study will enroll full-term infants to establish normative baselines. The second, concurrent study will enroll preterm infants (<28 weeks gestation): language delays and deficits are associated with low birth weight, and preterm infants receive markedly different early input, but it is not known whether the causal structure of language development differs across the two populations. Specific questions to be addressed include: What is the relation between early (segmental and prosodic) discriminative and representational abilities and development of spoken word recognition skills? Are effects of cognitive development on language outcomes in pre-school years mediated by early spoken word recognition skills? How does absolute performance on cognitive and linguistic measures at specific ages in infancy compare to changes in such performance across ages (growth curves) with regard to predicting pre-school language outcomes? How do variations in informational quality and quantity affect early speech processing, development of spoken word recognition, and pre-school language outcomes?

描述（由申请人提供）：口语单词识别是语言理解和习得的基础。识别已知的单词（成年人数以万计）是检索和存储与这些单词相关的语义，句法和语用信息的先决条件。通常，这样的识别是快速、准确、鲁棒且毫不费力的。然而，所需的感知计算是非常复杂的，因为任何人听到说话者用一种不熟悉的语言交谈时都会开始辨别：你听到的是一种缺乏容易识别的单词的胡言乱语。然而，在生命的第一年，婴儿必须发展口语识别所需的技能。这些技能是进一步习得语言的先决条件，因为如果语言学习者不能将输入的话语分解成其组成词，就不可能学习这些词如何组合在一起或单个词的含义。本申请中提出的研究重点是阐明口语单词识别发展的前兆和预测。本项目旨在探索从早期认知发展，基本言语感知技能和语言经验到口语识别和早期语言知识发展的因果关系，从而达到学前语言成果。一对综合性纵向研究将对从出生到24个月的婴儿进行一系列评估认知和语言发展的测试;还将测量语言环境。36个月时的进一步测试将评估学前语言成果。一项纵向研究将招募足月婴儿，以建立标准基线。第二项同步研究将招募早产儿（妊娠<28周）：语言延迟和缺陷与低出生体重相关，早产儿接受明显不同的早期输入，但尚不清楚两个人群之间语言发育的因果结构是否不同。要解决的具体问题包括：什么是早期（段和韵律）的歧视和代表性的能力和口语单词识别技能的发展之间的关系？认知发展对学龄前儿童语言成绩的影响是否受早期口语单词识别技能的影响？在预测学前语言成绩方面，婴儿期特定年龄段的认知和语言测量的绝对表现与各年龄段的这种表现变化（生长曲线）相比如何？信息质量和数量的变化如何影响早期语音处理，口语识别的发展和学前语言成绩？