Nonlinguistic cognitive processing commonalities among linguistically diverse learners with developmental language disorder

项目摘要/摘要 发育性语言障碍(DLD)儿童表现出语言缺陷 与来自相似语言学习环境的未受影响的同龄人进行比较。因为 儿童语言学习环境的多样性，DLD的语言特点 不同的孩子有不同的看法。然而，受影响的儿童可能会分享共同的潜在缺陷 认知处理技能，如处理速度、工作记忆和持续选择性 请注意。这个项目系统地研究了个体的认知过程。 来自不同语言学习环境的DLD儿童识别共同模式 并利用它们来识别DLD。我们包括5至7岁的儿童，年龄从3岁到3岁不等 不同的语言组(仅限英语、西班牙语-英语和越南语-英语)；在每个语言组中 在这三个组中，两个孩子都有典型的发育(每组60人，总共180人) DLD患儿(每组20例，共60例)。参与者将 完成对处理速度、工作记忆和持续选择性注意力的评估 在视觉和听觉通道中使用非语言刺激来避免基于语言的偏见 经验(双语儿童)或语言缺陷(DLD儿童)。该项目将 建立每项评估任务的信度和效度，以确保适合临床使用 (目标1)。聚类分析将确定认知处理技能和 患有和不患有DLD的儿童的这些特征是否不同(目标2)。诊断准确率 将进行分析，以确定非语言认知加工任务是否可以 在不同的语言学习者群体中确定患有DLD的儿童(目标3)。这个项目将 通过以下方式促进对导致DLD的潜在认知机制的理解 考察在不同环境下学习语言的儿童的共同点。会的 还建立了一种新的、通用的DLD识别方法，将减少差异 在孩子们中间。

Project Summary/Abstract Children with developmental language disorder (DLD) demonstrate language deficits in comparison to unaffected peers from similar language-learning environments. Because of the diversity in children’s language-learning environments, the linguistic characteristics of DLD differ across children. However, affected children may share common underlying deficits in cognitive processing skills such as processing speed, working memory, and sustained selective attention. This project systematically examines the cognitive processing profiles of individual children with DLD from different language-learning environments to identify common patterns of deficit and utilize them to identify DLD. We include children aged 5- to 7-years from three different language groups (English only, Spanish-English, and Vietnamese-English); within each of these three groups, both children with typical development (n = 60 per group; n = 180 total) and children with DLD (n = 20 per group; n = 60 total) are represented. Participants will complete assessments of processing speed, working memory, and sustained selective attention in the visual and auditory modalities using nonlinguistic stimuli to avoid bias based on linguistic experience (for bilingual children) or linguistic deficits (for children with DLD). The project will establish the reliability and validity of each assessment task to ensure suitability for clinical use (Aim 1). Cluster analyses will determine common profiles of cognitive processing skill and whether these profiles differ for children with and without DLD (Aim 2). Diagnostic accuracy analyses will be conducted to determine whether nonlinguistic cognitive processing tasks can identify children with DLD within a diverse group of language learners (Aim 3). This project will advance understanding of the underlying cognitive mechanisms that contribute to DLD by examining commonalities across children learning language in diverse circumstances. It will also establish a novel and universal approach to DLD identification that will reduce disparities across children.