Linguistic, Social, and Cognitive Determinants of Early Word Learning

早期单词学习的语言、社会和认知决定因素

• 批准号: 10853686
• 负责人: Elika Bergelson
• 金额: $ 48.31万
• 依托单位: HARVARD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10853686
• 关键词: Achievement; Address; Affect; Age; Attention; Behavior; Books; Child; Child Support; Cognitive; Comprehension; Cues; Data; Development; Diagnosis; Early Diagnosis; Early Intervention; Educational process of instructing; Ensure; Exposure to; Foundations; Future; Grain; Hearing; Heart; Infant; Intervention; Knowledge; Language; Language Delays; Language Development; Language Disorders; Learning; Life; Linguistics; Link; Longevity; Measures; Play; Population; Prevalence; Process; Production; Regulation; Research; Role; Sampling; Schools; Social outcome; Testing; Time; Vocabulary; Word Processing; Work; autism spectrum disorder; autistic children; behavioral outcome; clinical application; comprehension test; design; early childhood; evidence base; experience; hearing impairment; improved; innovation; insight; joint attention; language comprehension; language impairment; lens; multitask; novel; programs; skills; social; social skills; sound; success; theories; word learning

Project Summary Early language skills like word learning predict later school, social, and behavioral outcomes. While word learning improves dramatically in year 2, so too do other social, cognitive, and linguistic skills, leading to debate about the factors that support word learning, and why it improves. Understanding early word comprehension (which precedes production) holds promise for clinical applications, where timely diagnosis and intervention is critical. The proposed work ties early word comprehension to other improving skills within infants, across year 2. Its overall objective is to establish specific factors that may make older infants better word learners than younger ones, building the evidence base to support children who struggle with this critical facet of language in future work. Aim 1 is to test whether point comprehension is linked to robust word comprehension. Pointing allows child and caretaker to draw each other’s attention to shared context, much as words do. While prior work links pointing and language, none uses a fine-grained developmental lens with high-sensitivity tasks. Exp. 1 tests the hypothesis that point comprehension, i.e. receptive joint attention, precedes and is correlated with robust word comprehension by testing a longitudinal sample of 10-16 mo’s every 2 weeks on both skills. Aim 2 is to establish the strength of the relationship between linguistic skills and robust word comprehension. Advancing theory on whether and how linguistic skills support each other, Exp. 2-4 test 3 cross-sectional samples of 10-16mo’s on word comprehension alongside their ability to recognize how words sound, and their skill at anticipating the words and sounds in utterances as they unfold. Results will establish whether robust word comprehension is correlated with and thus potentially reliant on these linguistic skills. Aim 3 is to disentangle the roles of maturity and exposure by connecting new word learning to familiar word comprehension. Studies testing familiar word knowledge have a built-in confound between exposure and maturation, since older infants have heard more language, with repercussions for word processing. Studies of new word learning rely on overly simplified learning processes. In an innovative 2-week picture book exposure combined with measures of familiar word knowledge in 14, 18, and 22 mo’s, Exp. 5 isolates maturity and exposure to build a more cohesive theory of word comprehension. The proposed work’s unique multi-task multi-age design ensures scientific rigor in providing insight into exactly what improves over year 2, as infants become better word learners. Successfully completed, this work will establish an important foundation for supporting children with language delays and deficits, with particular relevance for ASD, Developmental Language Delay, and hearing loss.

项目摘要 早期的语言技能，如单词学习，可以预测以后的学校，社会和行为结果。当单词学习 在第二年显著提高，其他社交，认知和语言技能也是如此，导致关于 支持单词学习的因素，以及为什么它会提高。理解早期的单词理解（ 在生产之前）对于临床应用具有希望，其中及时的诊断和干预是至关重要的。 这项拟议的工作将婴儿2岁时的早期单词理解与其他提高技能联系起来。其 总的目标是建立特定的因素，可能使年龄较大的婴儿更好的单词学习者比年轻 第一，建立证据基础，以支持未来在语言的这一关键方面挣扎的儿童。 工作 目的1是测试点理解是否与强大的单词理解有关。指向允许儿童和 管理员将彼此的注意力吸引到共享的上下文中，就像文字一样。虽然先前的工作链接指向 和语言，没有一个使用细粒度的发展透镜与高敏感性的任务。Exp. 1测试 点理解假设，即接受性联合注意，先于强词并与强词相关 通过每2周测试10-16个月的纵向样本来测试这两种技能的理解。目标2：建立 语言技能和强大的单词理解之间的关系的强度。推进理论在 语言技能是否以及如何相互支持，Exp。2-4测试3个10- 16个月的横截面样品， 单词理解能力，以及识别单词发音的能力，以及预测单词发音的能力。 话语和声音的变化。结果将确定是否稳健的单词理解是 与这些语言技能相关，因此可能依赖于这些语言技能。目标3是理清成熟度的作用 和接触，将新单词学习与熟悉的单词理解联系起来。研究测试熟悉的单词 知识在暴露和成熟之间有一个内在的混淆，因为年龄较大的婴儿听到的更多， 语言，对文字处理产生影响。对新词学习的研究依赖于过于简单化的学习 流程.在一个创新的2周图画书曝光结合措施，熟悉的单词知识 在14、18和22个月内，5.将成熟度和暴露度分离出来，以建立一个更有凝聚力的词理论 理解力拟议的工作的独特的多任务多年龄的设计，确保科学的严谨性，提供 深入了解第二年婴儿变得更好的单词学习者时到底有什么进步。 顺利完成，这项工作将为支持语言儿童奠定重要基础 延迟和缺陷，特别与ASD、发育性语言延迟和听力损失相关。