SPEECH PERCEPTION AND AUDITORY ABILITIES IN INFANTS, CHILDREN, AND ADULTS WITH DOWN SYNDROME

资助家长奖摘要(1R01DC020229) (没有变化) 该项目的目标是描述婴幼儿、儿童和儿童的言语感知和听觉能力。 以及患有唐氏综合症的成年人。先前涉及神经典型个体的研究强调了 早期知觉发展对长期言语和语言结果的重要性，但目前几乎没有 了解支持唐氏综合症患者沟通结果的因素。我们知道 神经典型儿童(如理解语言)的功能性听力技能的发展 当几个人同时交谈时)需要多年的声音丰富的语言经验 知识，以及执行功能的成熟。这些观察结果表明，语言能力的获得 唐氏综合症儿童的感知和听力里程碑可能会延迟或中断，原因是 智力功能、语言知识和认知处理方面的局限性。这个项目的第一个目标是 评估患有唐氏综合症的婴儿、儿童和成人的音素感知，重点是 婴儿对母语和非母语对比的辨别特征及听力效果检验 儿童和成人在辅音识别上的缺失。第二个目的是检验成熟的假设 对于唐氏综合症患者来说，选择性听力策略的发展存在延迟的时间进程 综合症，导致更容易受到竞争的背景声音的干扰。第三个目标 表现出在儿童存在相互竞争的背景声音的情况下识别语音的能力 唐氏综合征的成人，解释了个体差异的因素，如语言知识和 工作记忆。该项目所产生的结果有望为有关 唐氏综合征患者言语知觉和听力的发展 有可能为在嘈杂环境中最大化语音通信结果的策略提供初步指导 教室等环境。

ABSTRACT OF FUNDED PARENT AWARD (1R01DC020229) (NO CHANGE) The goal of this project is to characterize the speech perception and auditory abilities of infants, children, and adults with Down syndrome. Prior research involving individuals who are neurotypical has highlighted the importance of early perceptual development on long-term speech and language outcomes, but little is currently known about the factors that support communication outcomes for individuals with Down syndrome. We do know that the development of functional hearing skills in children who are neurotypical (such as understanding speech when several people are talking at the same time) requires years of experience with sound, extensive language knowledge, and maturation of executive function. These observations suggest that attainment of speech perception and hearing milestones is likely to be delayed or disrupted for children with Down syndrome, due to limitations in intellectual functioning, language knowledge, and cognitive processing. The first aim of this project evaluates phoneme perception in infants, children, and adults with Down syndrome, with a focus on characterizing infants’ discrimination of native and non-native speech contrasts and examining effects of hearing loss on the consonant identification in children and adults. The second aim tests the hypothesis that maturation of selective listening strategies follows a delayed time course of development for individuals with Down syndrome, resulting in greater susceptibility to interference from competing background sounds. The third aim characterizes the ability to recognize speech in the presence of competing background sounds in children and adults with Down syndrome, accounting for individual differences in factors such as linguistic knowledge and working memory. The results generated by this project are expected to inform theoretical models regarding the development of speech perception and hearing abilities in individuals with Down syndrome, and have the potential to provide preliminary guidance for strategies to maximize speech communication outcomes in noisy environments such as classrooms.