Genetic Factors in Speech Learning

言语学习中的遗传因素

• 批准号: 7652415
• 负责人: PATRICK C M WONG
• 金额: $ 18.88万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7652415
• 关键词: Acoustics; Adult; Affect; Alleles; Area; Auditory; Base of the Brain; Behavior; Behavioral; Brain; Collaborations; Communication; Complex; Cues; Development; Discipline; Environmental Risk Factor; Foundations; Functional Magnetic Resonance Imaging; Funding; Genes; Genetic; Genetic Population Study; Genetic Predisposition to Disease; Growth; Haplogroup; Human; Individual Differences; Laboratories; Language; Language Development; Learning; Left; Link; Measures; Methods; Microcephaly; Molecular Biology; Mutation; National Institute on Deafness and Other Communication Disorders; Pattern; Peripheral; Phonetics; Physiological; Process; Production; Proteomics; Recovery; Rehabilitation therapy; Research; Research Personnel; Risk; Sampling; Science; Shapes; Signal Transduction; Specificity; Speech; Strategic Planning; Time; Training; Typology; Variant; Voice; base; clinical Diagnosis; cognitive neuroscience; cost; craniofacial; experience; foreign language; hearing impairment; hemodynamics; interest; language processing; lexical; protein expression; public health relevance; relating to nervous system; research and development; research study; response; success

DESCRIPTION (provided by applicant): Genetic factors, along with environmental factors such as long- and short-term experiences, shape the physiologic foundations for the acquisition of communicative behaviors. Although much research has been conducted on the genetic bases of peripheral hearing loss and craniofacial anomalies that result in speech production deficits, no research has focused on the genetic predispositions associated with success in language learning in adulthood. Such lack of research occurs in the context of a longstanding pattern of findings indicating large individual differences in language recovery, auditory training, and second language learning. The proposed research synergistically builds upon three independent lines of recent (within past 6 months) high- impact research developments, with the aim to produce transformative findings concerning the interactions among language learning, the brain, and genetic differences. These latest developments include: 1) the association between individual differences in language learning and neuroanatomic and neurophysiologic differences (Wong et al., 2007; Wong et al., in press); 2) the genetic link to differences in language typology (Dediu & Ladd, 2007); and 3) the association between specific allelic variations and brain functions (Buckholtz et al., 2007; Gurling et al., 2007). Although possessing a significant risk, this research will form a foundation for proteomic studies examining protein expression patterns that are directly consequential to brain development that affects spoken language processing and learning, including rehabilitative/habilitative audiologic, and neurogenic language treatment paradigms. This research is not only particularly timely, but is also consistent with all priority areas stated in the latest NIDCD strategic plan (FY2006-2008). It will bring together investigators from two ends of the communication sciences discipline (molecular biology and cognitive neuroscience) for a lifelong collaboration on high-impact research of broad significance to clinical diagnosis and treatment. The specific aims are 1) to examine whether spoken language differences and the accompanying neural differences are associated with specific allelic variations; and 2) to examine whether such allelic variations are specific to one type or multiple types of spoken language learning. PUBLIC HEALTH RELEVANCE: Genetic and environmental factors affect our brain and its function including language communication. In an increasingly multi-lingual/multi-cultural world, many people, including adults, are interested in learning a foreign language even though it is difficult for them to do so. Our proposed research seeks to understand why some people can learn spoken language more successfully than others by examining genetic differences across learners.

描述（由申请人提供）：遗传因素，沿着环境因素，如长期和短期的经验，塑造了获得沟通行为的生理基础。虽然许多研究已经进行了周围性听力损失和颅面异常，导致语音产生缺陷的遗传基础，没有研究集中在与成功的语言学习在成年期的遗传倾向。这种研究的缺乏发生在一个长期的研究模式的背景下，表明语言恢复，听觉训练和第二语言学习的巨大个体差异。拟议的研究协同建立在最近（过去6个月内）三个独立的高影响力研究发展基础上，旨在产生关于语言学习，大脑和遗传差异之间相互作用的变革性发现。这些最新发展包括：1）语言学习中的个体差异与神经解剖学和神经生理学差异之间的关联（Wong等人，2007年; Wong等人，印刷中）; 2）与语言类型学差异的遗传联系（Dediu &拉德，2007）;以及3）特定等位基因变异与脑功能之间的关联（Buckholtz等人，2007; Gurling等人，2007年）。虽然具有重大风险，但这项研究将为蛋白质组学研究奠定基础，研究直接影响大脑发育的蛋白质表达模式，影响口语处理和学习，包括康复/康复听力学和神经源性语言治疗范式。这项研究不仅特别及时，而且与最新的NIDCD战略计划（FY 2006 -2008）中规定的所有优先领域一致。它将汇集来自传播科学学科（分子生物学和认知神经科学）两端的研究人员，就对临床诊断和治疗具有广泛意义的高影响力研究进行终身合作。具体的目的是1）检查口语差异和伴随的神经差异是否与特定的等位基因变异有关; 2）检查这种等位基因变异是否特异于一种类型或多种类型的口语学习。遗传和环境因素影响我们的大脑及其功能，包括语言交流。在一个越来越多语言/多文化的世界里，许多人，包括成年人，都有兴趣学习一门外语，尽管他们很难做到这一点。我们提出的研究旨在通过检查学习者之间的遗传差异来了解为什么有些人可以比其他人更成功地学习口语。