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Linguistic Experience and Generalization: Early Links between Sounds,Words, and Grammar

语言经验和概括：声音、单词和语法之间的早期联系

基本信息

批准号：
10291816
负责人：
Stephan Charles Meylan
金额：
$ 6.98万
依托单位：
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-11-01 至 2022-10-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10291816
关键词：
Adult Age Agreement Bayesian Modeling Behavioral Canis familiaris Categories Child Child Language Cognitive Science Complex Comprehension Computer Models Data Set Development Diagnostic Educational process of instructing Equipment Evaluation Exhibits Failure Felis catus Fellowship Goals Health Home Institution Intervention Knowledge Language Language Delays Language Development Learning Linguistics Link Mentors Mentorship Modeling Morphology Nature Nursery Schools Personal Satisfaction Phonetics Process Production Psycholinguistics Research Research Personnel Risk Running Salvelinus Seedling Site Speech Structure System Techniques Testing Toddler Training Voice Work causal model design developmental psychology early childhood effective intervention exhaustion experience experimental study hands-on learning improved infancy interest laboratory experiment language processing literacy model development multilevel analysis novel pedagogy sound syntax tenure track theories vector

项目摘要

Project Summary / Abstract Adult language knowledge is organized around different levels of linguistic structure: sound categories, words, sub-word meaningful units, and grammatical rules for combining words into utterances. While it is widely acknowledged that learning at each level of linguistic representation depends on learning at other levels, the precise nature of these interactions, as well as the learning mechanisms, remain unknown. These interactions may support “virtuous cycles” where children's inferences build upon one another iteratively; the interactions may also introduce vectors for cascading failures, where delays in learning at one level of representation have wide-reaching effects on learning. As such, characterizing how these learning processes interact is a critical step towards understanding early language acquisi- tion, itself a determining factor in early literacy, and in turn early educational attainment. The proposed project focuses on the acquisition of the English regular plural, an abstract aspect of language structure which implicates learning at all of these levels, and to which children exhibit an early sensitivity. Focusing on a carefully selected test case allows for exhaustive experimental characteriza- tion (Speciﬁc Aim 1) and the development of models that capture the interactions between children's growing knowledge of sounds, meaning, and the grammar (Speciﬁc Aim 2). As such, this research constitutes a ﬁrst step towards a broad-coverage mechanistic model of the interactions between learn- ing processes in early language acquisition. Early language processing abilities are known to be key contributors to literacy and educational attainment, with subsequent effects for health and well-being. By providing an enhanced causal model of children's language early language attainment, this research will help researchers develop better diagnostics and design improved interventions. The fellowship training plan presented here focuses on 1) deepening the applicant's knowledge of psycholinguistic modeling techniques and 2) teaching the applicant to run behavioral experiments with toddlers. The research will be performed at two site: the trainee will work on computational modeling at MIT (primary host institution, approximately 2/3 of the Fellowship duration), and conduct behavioral experiments at Duke (approximately 1/3 of the Fellowship duration). This multi-institution setup will allow the trainee to work with a mentorship team with the specialized knowledge, equipment, and facilities needed to achieve the project goals, especially sophisticated modeling techniques for language learning (Dr. Levy, MIT) and experimental techniques for evaluating the language knowledge of toddlers (Drs. Bergelson and Tomasello, Duke). This combination of mentors, labs, and institutions is perfectly suited to provide the training necessary to prepare the applicant for a tenure-track professorship, while answering critical outstanding research questions.

项目摘要/摘要