The Development of Real Time Spoken and Written Word Recognition: Cognitive Bases of Language and Educational Outcomes

实时口语和书面文字识别的发展：语言和教育成果的认知基础

• 批准号: 10302286
• 负责人: Bob McMurray
• 金额: $ 110.83万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-08 至 2023-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10302286
• 关键词: Adolescence; Adolescent; Adult; Affect; Age; Child; Childhood; Cognitive; Computer Models; Consequentialism; Coping Skills; Cross-Sectional Studies; Development; Disease; Eye; Eye Movements; Funding; Grant; Growth; Hearing; Impairment; Infant; Instruction; Intervention; Knowledge; Laboratory Study; Language; Language Disorders; Learning; Life; Link; Lizards; Longevity; Longitudinal Studies; Measures; Modeling; Monitor; Nursery Schools; Oral; Orthography; Outcome; Pattern; Persons; Play; Procedures; Process; Property; Psycholinguistics; Reader; Reading; Reading Disabilities; Reporting; Research; Resolution; School-Age Population; Schools; Semantics; Shapes; Speech; Speech Perception; Structure; System; Testing; Text; Time; Training; Vocabulary; Word Processing; Work; base; cognitive system; comorbidity; executive function; junior high school; laboratory experience; language impairment; language processing; lexical; lexical processing; millisecond; phonology; reading ability; remediation; sample fixation; semantic processing; skills; sound; syntax; theories; visual tracking; word learning

PROJECT SUMMARY Language and reading impairments affect 16%-20% of US children, and are stable, persisting through adolescence and adulthood. Deficits in even low level skills like phonological processing and spoken word recognition persist through adulthood, and half of middle-school struggling readers show deficits in decoding and written word recognition. This proposal examines the development of spoken and written word recognition during late childhood. While words are a low-level language skill at these ages, they are central to language, linking phonology, orthography, and meaning. At a cognitive level, word recognition is seen as a competition process. As the input (e.g., wizard) is heard (or read) people consider multiple partially matching words (whistle, lizard) which compete over time. Prior work assessed this in children using a paradigm in which listeners match words to pictures while eye-movements are monitored. As listeners begin to hear a word their eyes move between candidates. These fixations reveal momentary consideration of alternative words and trace the dynamics of competition over milliseconds. We applied this to children, showing that competition is resolved more automatically between 9 and 16 years. Adolescents with language impairment showed a different pattern: they were similarly automatic, but did not fully resolve competition by the end of processing. This research documents that real-time processing develops, but it is unclear how. In older children, it is likely due to multiple causes such as vocabulary growth, the organization of phonological systems, the onset of reading instruction, and changes in executive function. This project examines the development and disorders in the automaticity and degree of competition resolution during lexical processing. It examines both spoken and written word processing to unpack the relationship between language and reading, and identify outcomes (good and poor) linked to differences in real-time processing. The first aim is to determine the cognitive and developmental factors that shape real-time word recognition, and the consequences of this for language and reading outcomes. We conduct an accelerated longitudinal study of 400 children (normal and impaired) between 7 and 12 combining eye-tracking measures of word recognition with tests of phonological processing, reading, vocabulary, and executive function. The second aim uses cross-sectional laboratory studies to examine the consequences of differences in real-time processing for learning and for related processes like semantic processing (meaning) or orthographic decoding (mapping sound to print). The third aim uses laboratory training procedures to understand plasticity in real-time lexical processing; this may pave the way for potential interventions targeting lexical processing. Finally, the fourth aim develops computational models of normal and disordered lexical processing to attain a deeper understanding of what mechanisms of language processing are changing with development or differ in disordered language users.

项目摘要 语言和阅读障碍影响16%-20%的美国儿童，并且是稳定的，持续到 青春期和成年期。即使是像语音处理和口语这样的低级技能也存在缺陷 这种认知会持续到成年期，一半的中学阅读困难者表现出解码缺陷。 和文字识别。这个建议考察口语和书面文字识别的发展 在童年晚期。虽然单词在这个年龄段是一种低级的语言技能，但它们是语言的核心， 连接音韵、正字法和意义。在认知水平上，单词识别被视为一种竞争 过程作为输入（例如，wizard）听到（或读到）人们考虑多个部分匹配的单词 （whistle，lizard）which哪一个compete竞争over time.以前的工作评估了这在儿童使用的范式，其中 在监视眼睛运动的同时，收听者将单词与图片进行匹配。当听众开始听到一个词时， 眼睛在候选人之间移动。这些注视揭示了对替代词的瞬间考虑， 追踪毫秒级的竞争动态。我们把这个应用到孩子身上，表明竞争是 在9到16岁之间更自动地解决。有语言障碍的青少年表现出 不同的模式：它们同样是自动的，但在处理结束时没有完全解决竞争。 这项研究记录了实时处理的发展，但尚不清楚如何发展。在年龄较大的儿童中， 可能是由于多种原因，如词汇量的增长，语音系统的组织， 阅读指导和执行功能的变化。该项目研究了儿童的发育和障碍 在词汇加工过程中竞争消解的自动化程度和程度上存在显著差异。它检查了两个口语 和书面文字处理，以解开语言和阅读之间的关系，并确定结果 (good和差）与实时处理中的差异有关。第一个目标是确定认知和 形成实时单词识别的发展因素，以及这对语言和 阅读结果。我们对400名儿童（正常和受损）进行了加速纵向研究。 在7到12岁之间，将眼动追踪的单词识别测量与语音处理测试相结合， 阅读、词汇和执行功能。第二个目标使用横断面实验室研究， 研究学习和相关过程的实时处理差异的后果， 语义处理（意义）或拼写解码（将声音映射到印刷体）。第三个目标是使用 实验室培训程序，以了解实时词汇处理的可塑性;这可能为 针对词汇加工的潜在干预措施。最后，第四个目标是开发计算模型， 正常和无序的词汇处理，以更深入地了解语言的机制是什么 障碍语言使用者的加工过程是随着发展而变化的或不同的。