Word Learning and Vocabulary Development in Blind Children

盲童的单词学习和词汇发展

• 批准号: 10715160
• 负责人: Lindsay Nicole Harris
• 金额: $ 18.63万
• 依托单位: NORTHERN ILLINOIS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-30 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10715160
• 关键词: Adult; Affect; Age; American; Area; Blindness; Characteristics; Child; Child Language; Coenzyme A; Data Collection; Data Set; Developed Countries; Development; Developmental Disabilities; Education; Environment; Future; Gender; Goals; Illinois; Incidence; Individual; Instruction; Intervention; Knowledge; Language; Language Development; Learning; Learning Disabilities; Linguistics; Minor; Outcome; Participant; Patient Recruitments; Patient Self-Report; Pattern; Persons; Phase; Population; Positioning Attribute; Psycholinguistics; Publishing; Reading; Reading Disabilities; Research; Research Personnel; Retinopathy of Prematurity; School-Age Population; Socioeconomic Status; Speech; Surveys; Testing; Underserved Population; Unemployment; Very Low Birth Weight Infant; Vision; Visual; Visual impairment; Visually Impaired Persons; Visually Impaired Students; Vocabulary; Writing; blind; cognitive development; design; early childhood; experience; improved; innovation; language comprehension; language processing; literacy; middle childhood; open data; reading ability; recruit; sensory input; seventh grade; social inclusion; symposium; timeline; tool; university student; verbal; virtual; word learning

Project Summary A lack of visual experience may affect language development in the domains of word learning and vocabulary development in ways that necessitate specific instructional approaches and interventions for blind children. Compared to sighted children, blind children may learn more words from speech because they do not casually perceive writing in their environment and often experience reading delays. They may also learn fewer words from direct perceptual experience because they cannot acquire the meanings of words by perceiving their ref- erents visually. Cumulatively, these word learning differences may affect the trajectory of vocabulary develop- ment in early and middle childhood. An improved understanding of vocabulary development could improve ed- ucation for this underserved population. Unfortunately, word learning and vocabulary are understudied within the area of blind children’s language development. This observational analytic study employing a cross-sec- tional design directly compares self-reported modes (perceptual or linguistic) and channels (spoken or written) of word learning for individual words in blind and sighted children. It also compares their trajectories of vocabu- lary development from age 5 to 12. Specific aims are 1) Determine whether vocabulary development in blind children is delayed relative to sighted children; 2) Examine whether mode and channel of word learning in blind children differ from those in sighted children; and 3) Present a dataset of age-of-acquisition (AoA), mode-of- acquisition (MoA), and channel-of-acquisition (CoA) norms for future use in research. The approach is innova- tive because objective age-of-acquisition norms (obtained from children themselves rather than subjective adult estimates) are more reliable and valid than subjective norms and are exceptionally rare. The verbal ad- ministration of tasks that are typically administered visually will make them accessible not only to blind children, but to any child with a reading or learning disability. Finally, the virtual approach to data collection will allow the researchers to reach more individuals from a population that is historically difficult to study. The project is an instrumental part of the PI’s long-term goal of understanding how vocabulary develops without sight and apply- ing this understanding to improve educational strategies and outcomes in blind children.

项目概要 缺乏视觉经验可能会影响单词学习和词汇领域的语言发展 盲童的发展需要特定的教学方法和干预措施。 与视力正常的孩子相比，失明的孩子可能会从言语中学到更多的单词，因为他们不会随意 在他们的环境中感知写作并经常遇到阅读延迟。他们也可能学到更少的单词 来自直接的感知经验，因为他们无法通过感知词语的指称来获取词语的含义。 视觉上是错误的。累积起来，这些单词学习差异可能会影响词汇发展的轨迹。 儿童早期和中期的精神状态。加深对词汇发展的理解可以提高教育水平 为这一服务不足的人群提供教育。不幸的是，单词学习和词汇的研究还不够充分。 盲童语言发展领域。这项观察分析研究采用了跨学科研究 设计直接比较自我报告模式（感知或语言）和渠道（口头或书面） 盲人和视力正常儿童的单词学习。它还比较了他们的词汇轨迹 5 至 12 岁的词汇发展。具体目标是 1) 确定词汇发展是否是盲目的 儿童相对于视力正常的儿童来说发育迟缓； 2）考察盲人学习单词的方式和渠道是否 儿童与视力正常的儿童不同； 3）提供获取年龄（AoA）、模式的数据集 获取（MoA）和获取渠道（CoA）规范以供未来研究使用。该方法具有创新性—— 之所以如此，是因为客观的获得年龄标准（从儿童本身获得，而不是主观的） 成人的估计）比主观规范更可靠、更有效，而且极为罕见。口头广告—— 通常以视觉方式执行的任务的执行不仅使盲童能够完成这些任务， 但对于任何有阅读或学习障碍的孩子。最后，虚拟数据收集方法将允许 研究人员从历史上难以研究的人群中接触到更多个体。该项目是一个 PI 的长期目标的重要部分，即理解词汇如何在没有视觉和应用的情况下发展 - 加深这种理解，以改善盲童的教育策略和成果。