Behavioral and neural mechanisms of active word learning in child-caregiver interactions

儿童与照顾者互动中主动单词学习的行为和神经机制

• 批准号: 10536099
• 负责人: MARTIN CURTIS ZETTERSTEN
• 金额: $ 6.76万
• 依托单位: PRINCETON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2025-08-14
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10536099
• 关键词: Area; Behavior; Behavioral; Behavioral Mechanisms; Brain; Caregivers; Child; Cognitive; Coupling; Development; Educational Curriculum; Environment; Evaluation; Event; Family; Flowers; Goals; Individual Differences; Intervention; Joints; Language; Language Development; Learning; Linguistics; Measures; Mediation; Mentorship; Methods; Parents; Pattern; Phase; Population Heterogeneity; Research; Resources; Sampling; Shapes; Socioeconomic Status; Source; Structure; Sum; Techniques; Testing; Training; Universities; Variant; Work; career; child neglect; cognitive development; disparity reduction; dyadic interaction; educational atmosphere; experience; experimental study; functional near infrared spectroscopy; improved; insight; language outcome; learning outcome; learning strategy; neuromechanism; novel; parental role; predictive signature; professor; relating to nervous system; scaffold; tenure track; word learning

Project Summary Caregiver-child dyadic interactions are central to early word learning and set the trajectory for later language development1,2. Past research typically focuses solely on parents’ role in determining the quality of early word learning experiences, leading to parent-focused interventions aimed at improving early language experiences3,4. However, these approaches often neglect that children are active, curious information-seekers who contribute substantially to structuring their own learning environment5,6. Understanding the behavioral and neural mechanisms of how children’s early learning curriculum is mutually negotiated in dyadic child-caregiver interactions may be key to predicting and reducing disparities in long-term language outcomes. The goal of the planned research is to understand how both caregiver scaffolding and children’s active information-seeking mutually contribute to effective word learning curricula. Central to this goal will be the evaluation of caregiver-child interactions in families spanning the full spectrum of socioeconomic status (SES). We will quantify variability in the dynamic negotiation of learning events between children and caregivers using multiple methods, including novel brain-to-behavior coupling methods and naturalistic observation, in order to trace early sources of individual differences in learning outcomes and word learning disparities. In Aim 1, we develop an experimental paradigm to test our hypothesis that word learning is most successful when caregivers and children jointly shape the learning input. In Aim 2, following technological advances in the Princeton Baby Lab, we investigate the neural mechanisms underlying successful dyadic structuring of the learning input by measuring dual-brain coupling between caregivers and children during word learning with functional near- infrared spectroscopy (fNIRS). In Aim 3, we quantify patterns of coordinated information structuring by children and caregivers during natural interactions in order to understand the ecological validity of the causal mechanisms tested in Aims 1 and 2. Together, this research will provide insight into behavioral and neural mechanisms that promote effective word learning curricula in dyadic child-caregiver learning events, with the ultimate goal of improving word learning and language development across the SES spectrum. Through these aims, the applicant will gain training in dual-brain neuroscientific techniques, broaden his theoretical training in language and cognitive development, and gain experience working with diverse populations and backgrounds, including across a wide SES spectrum. The sponsor, Dr. Casey Lew-Williams, has extensive experience providing mentorship in all of these training areas. The co-sponsor, Dr. Uri Hasson, is an expert in the study of neural coupling in dyadic interactions. The unique training environment at Princeton University provides the resources necessary to successfully complete the proposed work, as well as additional opportunities for mentorship and professional development. In sum, this project will provide the applicant with training that will support his career goal of becoming a tenure-track professor at a research university.

项目摘要 照顾者与儿童的二元互动是早期单词学习的核心，并为以后的语言设定了轨迹 发展1，2.过去的研究通常只关注父母在决定早期单词质量方面的作用 学习经验，从而采取以家长为中心的干预措施，旨在改善早期语言体验3，4。 然而，这些方法往往忽视了儿童是积极的，好奇的信息寻求者， 在很大程度上构建自己的学习环境5，6.理解行为和神经 幼儿早期学习课程在幼儿-照顾者二元关系中的协商机制 互动可能是预测和减少长期语言结果差异的关键。 计划中的研究的目标是了解照顾者脚手架和儿童的主动 信息寻求相互促进有效的单词学习课程。这一目标的核心是 评估跨越社会经济地位（SES）的家庭中的父母-子女互动。 我们将量化儿童和照顾者之间学习事件的动态协商的变化， 多种方法，包括新颖的脑-行为耦合方法和自然观察， 追踪学习结果和单词学习差异的个体差异的早期来源。目标1： 开发一个实验范式来测试我们的假设，即当照顾者 和孩子共同塑造学习输入。在目标2中，随着普林斯顿婴儿的技术进步， 实验室，我们调查的神经机制，成功的二元结构的学习输入， 测量双脑之间的耦合照顾者和儿童在文字学习与功能近， 红外光谱（fNIRS）。在目标3中，我们量化了儿童协调信息结构的模式 和照顾者在自然的相互作用，以了解生态有效性的因果机制， 在目标1和2中进行了测试。总之，这项研究将提供深入了解行为和神经机制， 在儿童-照料者二元学习活动中推广有效的词汇学习课程，最终目标是 改善SES范围内的单词学习和语言发展。 通过这些目标，申请人将获得双脑神经科学技术的培训， 语言和认知发展的理论培训，并获得与各种 人口和背景，包括广泛的SES谱。赞助商凯西·卢-威廉姆斯医生 在所有这些培训领域都有丰富的指导经验。共同发起人尤里·哈森博士是 研究二元互动中神经耦合的专家。普林斯顿大学独特的培训环境 大学提供必要的资源，以成功完成拟议的工作，以及额外的 导师和专业发展的机会。总而言之，本项目将为申请人提供 培训，将支持他的职业目标，成为一个终身教授在一所研究型大学。