Touch to learn: How sensory cues impact word segmentation and learning

触摸学习：感官线索如何影响分词和学习

• 批准号: 10764458
• 负责人: AMANDA H SEIDL
• 金额: $ 3.31万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10764458
• 关键词: Attention; Auditory; Child; Clinical; Communities; Cues; Development; Early Intervention; Equity; Grant; Health; Hearing; Individual; Infant; Intervention; Investments; Language; Language Delays; Language Development; Language Disorders; Language Therapy; Learning; Maps; Mentors; Modality; Persons; Psychology; Research; Risk; Role; Science; Semantics; Sensory; Signal Transduction; Smell Perception; Speech; Students; Taste Perception; Toddler; Touch sensation; Training; Underrepresented Populations; Underrepresented Students; Vision; Visual; Work; clinically significant; experience; experimental study; health equity; improved; lexical; multimodality; senior faculty; sensory input; skill acquisition; social; sound; word learning

Infants experience language in a rich multimodal world in which sounds, sights, smells, tastes, and touches occur together. How do these modalities, and their presence in the input, contribute to fundamental aspects of lexical acquisition? We explore how infants exploit multi- compared with unimodal input as they segment wordforms from continuous speech and map meanings to wordforms. We hypothesize that the ability to make use of multimodal information including touch (a fundamental social signal) in the input facilitates infants' language learning by contributing information relevant to the alignment of word boundaries and the association of word meaning to wordforms. In Aim 1 (Experiments 1a-c) we determine whether sensory input that incorporates more modalities aligned with speech input, results in improved segmentation of the speech and improved attention to word edges for infant learners. In Aim 2 (Experiments 2a and 2b) we determine whether sensory input that incorporates more modalities associated with objects results in improved word learning. The proposed research is significant for its clinical and theoretical implications. First, it is clinically significant since exploring the role of multimodal cues on language learning may impact clinical approaches since current language therapies or interventions concerning the input tend to emphasize auditory alone or auditory+visual domains, but not tactile ones. Thus, discoveries concerning the child's use of multimodal information which includes touch in language learning could lead to new avenues for early intervention for infants and toddlers showing delayed language acquisition or who are at-risk of language disorders. Second, this work is theoretically significant since it explores how multimodal information may help the learner at different levels of representation (wordform representations, semantic representations) in ways that could constrain the language learning problem. This supplement provides an opportunity to expand the scope of the grant and increase diversity in the research workforce in three key ways: First, it will provide substantial comprehensive training to an individual who comes from a community of people who continue to be underrepresented in the fields of speech, language, and hearing sciences and psychology. Second, it will train the trainee on ways in which she can mentor more junior students who are also underrepresented in these fields in order to facilitate a pipeline for underrepresented students in health-related fields. Third, it will provide the trainee with opportunities for professional development, research skill development, and opportunities to network with senior faculty who come from historically underrepresented groups and are invested in health equity.

婴儿在一个丰富的多模式世界中体验语言，在声音，景象，气味，口味， 并触摸在一起。这些方式及其在输入中的存在如何贡献 词汇采集的基本方面？我们探索婴儿如何利用多数 从连续的语音和映射含义将单词形式划分为单词的输入 wordforms。我们假设使用多模式信息在内的能力包括触摸 （一个基本的社交信号）在输入中，通过贡献来促进婴儿的语言学习 与单词边界对齐的信息以及单词含义的关联与 wordforms。在AIM 1（实验1A-C）中，我们确定是否有合并的感觉输入 更多与语音输入保持一致的方式，导致语音细分的改善和 提高了对婴儿学习者的单词边缘的关注。在AIM 2中（实验2a和2b）我们 确定是否合并了与对象相关的更多方式的感觉输入 导致改进的单词学习。拟议的研究对于其临床和 理论含义。首先，它具有临床意义，因为探索了多模式线索的作用 关于语言学习可能会影响临床方法，因为目前的语言疗法或 有关输入的干预措施倾向于仅强调听觉或听觉+视觉域， 但不是触觉的。因此，关于孩子使用多模式信息的发现 包括语言学习的触摸可能会导致婴儿早期干预的新途径 以及显示延迟语言获取或在语言疾病中的幼儿。 其次，这项工作在理论上至关重要，因为它探讨了多模式信息如何 帮助学习者以不同级别的表示（单词形式表示，语义） 表示）以可能限制语言学习问题的方式。 这种补充提供了扩大赠款范围并增加的机会 研究工作人员的多样性以三种关键方式：首先，它将提供大量 向来自一个继续的人社区的个人进行全面培训 在言语，语言和听力科学和心理学领域的人数不足。 其次，它将培训受训者的方式，她可以指导更多的初中学生 这些领域的代表性也不足，以便为人数不足的学生提供管道 在与健康相关的领域中。第三，它将为学员提供专业的机会 发展，研究技能发展以及与高级教师建立联系的机会 来自历史上代表性不足的群体，并投资于卫生公平。