Neurolinguistic development in 4 to 8 year-old late talkers with language delay

项目摘要 晚说话与消极的学术和社会情感结果有关。尽管如此，行为 在预测谁最终会患上发展性语言障碍方面，这些措施相对较差。此外，委员会认为， 关于与语言发展相关的典型神经认知变化， 学前阶段语言延迟的大脑基础，因为只有三项回顾性研究。这 该项目使用控制良好的功能性神经成像范例，利用接受性语言技能， 白色物质连接的结构成像，以及广泛的行为电池，测量良好- 在语音学、语义学和形态学上都有缺陷。四岁的奥尔兹，因为晚说话而被过度采样， 在他们6岁和8岁的时候进行纵向跟踪。第一个目标决定了背侧的灵敏度 和腹侧途径的语音和语义技能，分别由预测的双重动机 流理论第二个和第三个目标决定了这些途径的定向效应的强度， 以及这些影响是否因年龄而异。第四个目标决定了这些措施的效果。 形态学的行为发展途径。我们的发现是语音处理驱动了 语义和形态加工的发展与音系学理论是一致的， 语义加工驱动的语音习得和形态加工是一致的 与语义理论，或有互动的影响将是符合双向理论。使用 一个国家的最先进的分析方法证明了定制的权力分析，我们希望找到证据支持 早期语音加工驱动语义变化，后期语义加工驱动语义变化的模式 形态变化虽然我们有理论上的动机计划比较，探索性分析， 还将开展支持今后工作的活动。该项目的科学严谨性得到了我们广泛的支持。 已发表的研究，检查语音和语义专业化的大脑中， 小学该项目的可行性得到了我们令人鼓舞的试点行为和 神经影像学数据在4岁的孩子在确切的范例将用于本项目。虽然我们采取了 三维方法来测试我们的模型，因为研究表明语言能力是一个连续体，我们也 进行探索性的分类分析，比较晚说话的孩子和典型的孩子。研究没有结论， 关于语言延迟筛查的作用，以告知早期干预的决定。我们希望， 对语言发展动态的基本机械理解将允许制定 用于干预筛查的预测生物标志物。我们致力于开放科学，并计划 预注册我们的工作，并分享我们的分析代码和数据。

PROJECT SUMMARY Late talking is associated with negative academic and socio-emotional outcomes. Despite this, behavioral measures are relatively poor at predicting who will end up having developmental language disorder. Moreover, not much is known about either the typical neurocognitive changes associated with language development or the brain basis of delayed language during preschool, as there have been only three retrospective studies. This project uses well-controlled functional neuroimaging paradigms tapping into receptive language skills and structural imaging of white matter connectivity, as well as an extensive behavioral battery that measures well- established deficits in phonology, semantics and morphology. Four-year-olds, oversampled for late talking, are longitudinally followed when they are 6- and 8-years-old. The first aim determines the sensitivity of the dorsal and ventral pathways to phonological and semantic skills, respectively, motivated by the predictions of the Dual Stream Theory. The second and third aim determine the strength of the directional effects of these pathways on each other, and whether these effects differ depending on age. The fourth aim determines the effect of these pathways on the behavioral development of morphology. Our finding that phonological processing drives the development of semantic and morphological processing would be consistent with Phonological Theory, that semantic processing drives the acquisition of phonological and morphological processing would be consistent with Semantic Theory, or that there are interactive effects would be consistent with Bidirectional Theory. Using a state-of-the-art analytical approach justified by tailored power analyses, we expect to find evidence supporting a model in which early phonological processing drives semantic change and later semantic processing drives morphological change. Although we have theoretically motivated planned comparisons, exploratory analyses will also be conducted to support future work. The scientific rigor of the project is supported by our extensive published research examining phonological and semantic specialization of the brain in kindergarteners into elementary school. The feasibility of the project is supported by our encouraging pilot behavioral and neuroimaging data in 4-year-olds on the exact paradigms to be used in this project. Although we take a dimensional approach to test our model, as research shows that language ability is on a continuum, we also perform exploratory categorical analyses comparing late talkers to typical children. Research is inconclusive with regards to the role of screening of language delay to inform decisions of early intervention. We hope that a more basic mechanistic understanding of the dynamics of language development will allow for the formulation of predictive biomarkers to be used in screening for intervention. We are committed to open science, and plan to pre-register our work, and share our analytical code and data.