Development of Self-Directed Speech and Planning among Preschoolers with Developmental Language Disorder

患有发展性语言障碍的学龄前儿童自主言语的发展和规划

• 批准号: 10515901
• 负责人: Leah Lynn Kapa
• 金额: $ 14.6万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10515901
• 关键词: Address; Adult; Affect; Area; Behavior; Caregivers; Child; Clinical; Cognition; Cognitive deficits; Data; Development; Goals; Hand; Impairment; Instruction; Language; Language Development Disorders; Language Disorders; Linguistics; Mediating; Modeling; Nature; Nursery Schools; Participant; Performance; Play; Population; Problem Solving; Production; Research; Role; School-Age Population; Self-Direction; Speech; Speech Development; Task Performances; Testing; Thinking; Time; Training; career; cognitive performance; cognitive skill; cognitive task; cognitive testing; executive function; improved; language impairment; negative affect; peer; prevent; skills; social; social culture; stem; success

Many children with developmental language disorder (DLD) have higher-order cognitive deficits (i.e., executive function, problem solving, and planning) in addition to language impairment. Establishing the relation between language and cognition is important for our understanding of the nature of DLD and for developing approaches to improve cognition, which is crucial because higher-order cognitive skills predict later academic and career success. One possibility is that children with DLD have cognitive deficits because they are less successful relative to peers with typical language in utilizing self-directed speech (SDS; i.e., speech to oneself) to regulate their behaviors and thoughts. For example, children with DLD may be less likely to articulate steps while problem solving or verbally rehearse task rules. As such, language impairment may play a causal role in higher-order cognitive deficits in DLD via impaired SDS. Sociocultural models suggest that SDS begins as external regulatory speech from caregivers that children internalize to develop SDS. In this model, expressive language impairment would negatively affect a child’s ability to produce SDS, and receptive language impairments would reduce a child’s ability to understand caregivers’ external regulatory speech, which is central to SDS development. Few studies have examined SDS in DLD, but previous research indicates that children with DLD have immature SDS relative to typically developing peers. However, there is also promising evidence that SDS can be trained in children with DLD. Although children with DLD show immature SDS relative to typical peers, longitudinal research in this area is lacking, making it difficult to determine the developmental trajectory and discern why children with DLD lag behind typical peers. The first goal of this research is to document the longitudinal development of SDS in preschoolers with and without DLD in order to compare the groups in their SDS and planning abilities and to assess the relation between these variables over time. This goal will be achieved in Study 1 in which preschoolers with and without DLD will complete the Tower of Hanoi planning task four times over one year. The second goal is to elucidate the effects of SDS on planning performance in preschoolers with and without DLD. This will be addressed in Study 2 in which preschoolers with DLD and typical language will complete Tower of Hanoi four times in different experimental conditions that manipulate (i.e., prevent or encourage) SDS production. If task performance differs across the conditions, it suggests that planning is affected by increasing or decreasing SDS, supporting a causal relationship between SDS and cognitive performance. The third goal is to test the predictions of the sociocultural model with respect to the effects of expressive versus receptive-expressive language deficits on SDS. This goal will be addressed with data from children with DLD from Studies 1 and 2 by comparing SDS development between children with expressive language impairment versus those with receptive-expressive impairment. Sociocultural models of SDS would predict an asymmetry with larger SDS deficits associated with receptive-expressive impairment.

许多患有发展性语言障碍 (DLD) 的儿童存在高阶认知缺陷（即执行能力缺陷） 除了语言障碍之外，功能、问题解决和计划）。建立之间的关系 语言和认知对于我们理解 DLD 的本质和开发方法非常重要 提高认知能力，这一点至关重要，因为高阶认知技能预示着以后的学业和职业生涯 成功。一种可能性是，患有 DLD 的儿童存在认知缺陷，因为他们不太成功 相对于具有典型语言的同龄人，在利用自我导向言语（SDS；即自言自语）进行调节方面 他们的行为和想法。例如，患有 DLD 的儿童可能不太可能清楚地表达步骤，而 解决问题或口头排练任务规则。因此，语言障碍可能起着因果作用 DLD 中因 SDS 受损而导致的高阶认知缺陷。社会文化模型表明 SDS 始于 儿童将来自看护者的外部监管言论内化以形成 SDS。在这个模型中，表现力 语言障碍会对孩子产生 SDS 和接受语言的能力产生负面影响 障碍会降低孩子理解照顾者外部调节言语的能力，即 SDS 开发的核​​心。很少有研究考察 DLD 中的 SDS，但之前的研究表明 与正常发育的同龄人相比，患有 DLD 的儿童的 SDS 不成熟。不过，也有希望的 有证据表明可以对患有 DLD 的儿童进行 SDS 培训。尽管患有 DLD 的儿童表现出不成熟的 SDS 相对于典型同行，该领域缺乏纵向研究，因此很难确定 发展轨迹并了解为什么患有 DLD 的儿童落后于典型同龄人。本次的第一个目标 研究的目的是记录有和没有 DLD 的学龄前儿童 SDS 的纵向发展，以便 比较各组的 SDS 和规划能力，并评估这些变量之间的关系 时间。这一目标将在研究 1 中实现，其中有或没有 DLD 的学龄前儿童将完成塔楼 一年内四次完成河内规划任务。第二个目标是阐明 SDS 对规划的影响 有和没有 DLD 的学龄前儿童的表现。这将在研究 2 中解决，其中学龄前儿童 使用DLD和典型语言将在不同的实验条件下完成四次河内塔 操纵（即阻止或鼓励）SDS 生产。如果任务表现在不同条件下有所不同， 表明规划受到 SDS 增加或减少的影响，支持两者之间的因果关系 SDS 和认知表现。第三个目标是测试社会文化模型的预测 表达性语言缺陷与接受性表达性语言缺陷对 SDS 的影响。这个目标将得到解决 通过比较患有 DLD 的儿童之间的 SDS 发育情况，使用研究 1 和研究 2 中的数据 表达性语言障碍与接受表达障碍的患者。社会文化模式 SDS 可以预测与接受表达障碍相关的较大 SDS 缺陷的不对称性。