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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

基本信息

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
项目类别：
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

项目摘要

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.

项目总结