Novel Phonological Sequence Learning in Early Typical and Atypical Development

早期典型和非典型发展中的新颖语音序列学习

• 批准号: 9912634
• 负责人: Sara Benham
• 金额: $ 4.02万
• 依托单位: UNIVERSITY OF TEXAS DALLAS
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-16 至 2021-08-15
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9912634
• 关键词: 2 year old; 4 year old; Acoustics; Affect; Age; Area; Child; Complex; Cues; Development; Diagnosis; Diagnostic; Disease; Early Diagnosis; Early identification; Elements; Goals; Impairment; Intervention; Language Development; Language Development Disorders; Language Disorders; Learning; Lip structure; Manuals; Measures; Methods; Motor; Motor Skills; Movement; Nature; Nursery Schools; Outcome; Pattern; Performance; Positioning Attribute; Production; Property; Proxy; School-Age Population; Schools; Science; Source; Specific qualifier value; Speech; System; Testing; Toddler; Training; Underserved Population; Work; base; diagnostic biomarker; indexing; insight; kinematics; lexical; motor deficit; novel; novel strategies; peer; phonology; sequence learning; social; sound; spatiotemporal; specific language impairment; word learning

Project Summary/Abstract Children with developmental language disorder (DLD; aka specific language impairment) are primarily diagnosed on the basis of grammatical performance. However, preschoolers with DLD often present with a co- occurring speech deficit, specifically related to difficulty sequencing syllables in novel words (e.g., Benham et al., 2018). Productions are characterized by variable sounds and syllables associated with the same target, despite no overt articulatory or speech motor deficits. Currently, we do not have a basis from which to judge whether this observed speech production variability is a result of a delay in establishing a rule-governed phonological system, an activity in which young toddlers are immersed, or whether it relates more broadly to a deficit in sequential learning affecting the motor and phonological organization of sounds and syllables. Positioned within a lexical, phonological, and articulatory interface, the broad aim of this training plan is to determine features of typical and atypical speech production of preschoolers with DLD as compared to typically developing 2- and 4-year-olds. Group differences in variability may reveal disparate contributions of phonological and articulatory factors to sound learning. We test two hypotheses regarding the nature of speech production variability in novel word learning. The first hypothesis is that word forms may be variable in children with DLD due to deficits in the sequencing of sounds and/or movement. If this is supported, children with DLD will demonstrate qualitative differences in sound and movement organization compared to typical 2- and 4- year-olds. Alternatively, children with DLD may have a delay in establishing a rule-governed phonological and a stable articulatory system, related to shifting lexical and phonological representations (Ingram, 1974; Vihman, 1996). In this case, speech production of children with DLD will largely pattern with that of typical 2-year-olds. To test these competing hypotheses, we will determine the effect of phonological complexity on sound and movement sequencing in words and nonwords. Both phonological complexity and lexical status are known to influence production variability. In Aim 1 we assess phonological sequencing using conventional analyses as well as novel network science methods. In Aim 2 we assess movement sequencing using acoustic and/or kinematic analyses. In the proposed project and training plan, we predict that the methods used in Aims 1 (phonological sequence variability) and 2 (movement sequence variability) will reveal important and potentially divergent effects on phonological and articulatory aspects of speech production in typical and atypical learners, which will provide significant insights into sources of variability in DLD. Critically, the inclusion of phonological and articulatory parameters in the diagnosis of DLD has the potential to provide a means for early identification (since phonology emerges before morphosyntax), diagnosis, and treatment for this underserved population.

项目总结/摘要 患有发育性语言障碍（DLD）的儿童主要是 根据语法表现进行诊断。然而，患有DLD的学龄前儿童通常会出现并发症， 出现言语缺陷，特别是与新单词中的音节排序困难有关（例如，贝纳姆和 例如，2018年）。作品的特点是与同一目标相关的可变声音和音节， 尽管没有明显的发音或言语运动缺陷。目前，我们没有一个判断的基础， 观察到的语音产生的变化是否是由于建立规则管理的延迟造成的 语音系统，幼儿沉浸其中的活动，或者它是否与更广泛的 影响声音和音节的运动和语音组织的顺序学习的缺陷。 定位在词汇，语音和发音界面，这个培训计划的主要目的是 确定DLD学龄前儿童的典型和非典型言语产生的特征， 发展中的2 - 4岁儿童。变异性的群体差异可能揭示了不同的贡献， 语音和发音因素对声音学习的影响。我们测试了两个关于言语本质的假设 新单词学习中的产生变异性。第一个假设是儿童的词形可能是可变的 由于声音和/或运动顺序的缺陷而患有DLD。如果这得到支持，患有DLD的儿童 将展示与典型的2-和4-相比，声音和运动组织的质的差异 岁。或者，DLD儿童可能在建立规则支配的语音和 一个稳定的发音系统，与变化的词汇和语音表征有关（Ingram，1974; Vihman， 1996年）的报告。在这种情况下，DLD儿童的言语产生将在很大程度上与典型的2岁儿童的模式。 为了验证这些相互竞争的假设，我们将确定语音复杂性对声音的影响， 单词和非单词的运动顺序。语音的复杂性和词汇的地位都是众所周知的， 影响生产可变性。在目标1中，我们使用常规分析评估音系排序， 以及新颖的网络科学方法。在目标2中，我们使用声学和/或 运动学分析在拟议的项目和培训计划中，我们预测目标1中使用的方法 （音序列变异性）和2（动序列变异性）将揭示重要的和潜在的 对典型和非典型学习者语音和发音方面的不同影响， 这将为DLD的变异性来源提供重要的见解。关键的是， 和发音参数在DLD诊断中有可能提供早期识别的手段 （因为语音出现在形态句法之前），诊断和治疗这些服务不足的人群。