Word recognition in dual language learners: The mechanisms underlying listening and reading in two languages

双语言学习者的单词识别：两种语言听力和阅读的机制

• 批准号: 10217506
• 负责人: Kristi Hendrickson
• 金额: $ 8.94万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-12 至 2023-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10217506
• 关键词: 13 year old; Academic achievement; Acoustics; Address; Adult; Affect; Area; Child; Cognition; Comb animal structure; Communities; Complex; Development; Educational Status; Employee; English Learner; Eye Movements; Felis catus; Goals; Goat; Hearing; Immersion; Individual; Individual Differences; Language; Language Disorders; Learning; Letters; Measures; Mediation; Modality; Modeling; National Institute of Child Health and Human Development; Nature; Oryctolagus cuniculus; Outcome; Population; Process; Reader; Reading; Research; Research Priority; Rest; Role; School-Age Population; Schools; Source; Speech; Speech Sound; Students; System; Theoretical model; Time; United States; Variant; Visual; Word Processing; Work; base; bilingualism; clinically significant; health disparity; junior high school; language processing; lexical; literacy; millisecond; novel; reading ability; skills; theories; visual tracking

Project Summary/Abstract Children who speak and read in two languages are the norm around the world and in many US communities. However, there is a gap in understanding how language and literacy develops in bilingual and biliterate children. A fundamental component of language and literacy development is word recognition. Central to both spoken and written word recognition is competition: given a word (e.g., cap), multiple lexical candidates are activated (e.g., cap, cab, cat) and compete for recognition. The nature of lexical competition within and across languages in children is largely unaddressed. This is a crucial limitation as prominent theories of bilingual language and cognition rest on how these skills develop. This is of clinical significance because for monolingual children, the ability to manage competition is highly predictive of language and literacy outcomes and represents significant challenges for children with language disorders (McMurray et al., 2010). Because there are health disparities that perpetuate disproportionate educational achievement for many Spanish- English learners in the US, it is crucial that our theoretical models extend beyond single-language learners, to students who hear and read words in more than one language. The proposed research addresses this limitation in two aims. In Aim 1, we characterize competition for spoken and written words within and across languages in Spanish-English dual language learners during a developmental period characterized by variability in word-level reading skills (middle school). We developed a novel variant of an eye-tracking paradigm to measure both spoken and written word recognition. Individuals hear or see a word and click the corresponding picture from a display of four: the target (e.g., cap), an acoustically and visually similar competitor (e.g., cab) and unrelated items (e.g., net and mud). Eye-movements are time-locked to the dynamics of lexical competition. Given that there are more differences in speech sounds than in letters across languages (e.g., the speech sound /b/ differs in English and Spanish, yet the letter “b” is identical), we predict that for spoken words, competition will be greater within than across languages, whereas for written words, competition will be similar within and across languages. In Aim 2, we take an individual differences approach and examine how language and reading proficiency influence these competition dynamics. This aim will determine the sources of variability that promote proficient bilingual and biliterate children to achieve efficient word recognition. The current research has a broad-based appeal for theories of language processing because it will help characterize a core set of computational principles involved in spoken and written word recognition. Further, this project informs theories of bilingual language and literacy development – a high priority research area for NICHD – and represents a crucial step toward our long-term goal to create a developmental model of word recognition as it occurs across modalities (spoken and written) and language context.

项目摘要/摘要 用两种语言说话和阅读的儿童在世界各地和许多美国社区都是常态。 然而，在理解双语和双语的语言和识字能力如何发展方面存在差距 孩子们。语言和识字发展的一个基本组成部分是单词识别。对双方都很重要 口语和书面语识别是一种竞争：给定一个单词(例如，大写)，多个候选词汇将 激活(例如，帽、驾驶室、猫)并竞争识别。内部和跨领域词汇竞争的本质 儿童的语言在很大程度上没有得到解决。作为著名的双语理论，这是一个严重的局限性。 语言和认知取决于这些技能是如何发展起来的。这具有临床意义，因为对于 对于只会说一种语言的儿童来说，管理竞争的能力对语言和识字结果具有很高的预测力 对患有语言障碍的儿童来说是一个重大挑战(McMurray等人，2010年)。因为 对于许多西班牙人来说，健康差距使不成比例的教育成就永久化-- 在美国的英语学习者，我们的理论模型不仅仅是单一语言学习者，而是扩展到 用一种以上语言听和读单词的学生。拟议的研究解决了这一问题 限制在两个目标上。在目标1中，我们描述了口语和书面语之间的竞争 西班牙语-英语双语者语言发展阶段的特点是 单词水平阅读技能的变异性(中学)。我们开发了一种新型的眼球跟踪系统 用于测量口语和书面语识别的范例。个人听到或看到一个单词并点击 来自四个显示器的对应图片：目标(例如，帽子)、在听觉和视觉上相似的 竞争对手(例如，驾驶室)和无关项目(例如，网和泥浆)。眼球运动被时间锁定在 词汇竞争的动态。考虑到语音上的差异比字母上的差异要大 语言(例如，英语和西班牙语的语音/b/不同，但字母b是相同的)，我们预测 对于口语来说，内部的竞争将比跨语言的竞争更大，而对于书面语， 语言内部和语言之间的竞争将是相似的。在目标2中，我们采取了个体差异的方法 并考察语言和阅读水平如何影响这些竞争动态。这一目标将 确定促进熟练掌握双语和两文儿童实现高效的可变性来源 单词识别。目前的研究对语言处理理论具有广泛的吸引力，因为 它将有助于描述口语和书面语识别所涉及的一套核心计算原理。 此外，该项目还提供了双语和识字发展的理论--这是一项高度优先的研究 NICHD的领域--代表着我们朝着创建 单词识别，因为它发生在模式(口语和书面)和语言环境。