Development of Self-Directed Speech and Planning among Preschoolers with Developmental Language Disorder

许多患有发育性语言障碍（DLD）的儿童具有高阶认知缺陷（即，执行 功能，解决问题和规划），以及语言障碍。建立关系， 语言和认知对于我们理解DLD的本质和发展治疗方法是重要的 提高认知能力，这是至关重要的，因为高阶认知技能可以预测以后的学业和职业生涯。 成功一种可能是DLD儿童有认知缺陷，因为他们不太成功 相对于具有典型语言的对等体在利用自我导向语音（SDS;即，自己说话）来调节 他们的行为和思想。例如，患有DLD的儿童可能不太可能清楚地表达步骤， 解决问题或口头演练任务规则。因此，语言障碍可能在以下方面发挥因果作用： 通过受损的SDS在DLD中的高阶认知缺陷。社会文化模式表明，SDS开始于 来自看护者的外部调节性言语，儿童内化以发展SDS。在这个模型中， 语言障碍会对儿童产生SDS和接受性语言的能力产生负面影响 障碍会降低孩子理解照顾者的外部监管语言的能力， 战略部署储存发展的核心。很少有研究检查DLD中的SDS，但以前的研究表明， DLD儿童相对于正常发育的同龄人具有不成熟的SDS。然而，也有希望 有证据表明SDS可以在DLD儿童中进行训练。虽然DLD儿童表现出不成熟的SDS， 相对于典型的同行，在这方面缺乏纵向研究，因此难以确定 发展轨迹和辨别为什么DLD儿童落后于典型的同龄人。第一个目标是 研究的目的是记录有和没有DLD的学龄前儿童SDS的纵向发展， 比较各组的SDS和规划能力，并评估这些变量之间的关系， 时间这一目标将在研究1中实现，在研究1中，患有和不患有DLD的学龄前儿童将完成塔 河内规划任务的四倍。第二个目标是阐明SDS对规划的影响 有和没有DLD的学龄前儿童的表现。这将在研究2中得到解决，其中学龄前儿童 使用DLD和典型语言将在不同的实验条件下完成河内塔四次， 操纵（即，防止或鼓励）战略部署储存的生产。如果任务表现在不同条件下不同， 表明计划受到SDS增加或减少的影响，支持SDS之间的因果关系 SDS和认知表现。第三个目标是测试社会文化模型的预测与尊重 表达性语言缺陷与感受性表达性语言缺陷对SDS的影响。这一目标将得到解决 来自研究1和2的DLD儿童的数据，通过比较 表达性语言障碍与接受性表达障碍的患者。社会文化模式 SDS将预测与较大的SDS赤字与受体表达障碍的不对称。

Many children with developmental language disorder (DLD) have higher-order cognitive deficits (i.e., executive function, problem solving, and planning) in addition to language impairment. Establishing the relation between language and cognition is important for our understanding of the nature of DLD and for developing approaches to improve cognition, which is crucial because higher-order cognitive skills predict later academic and career success. One possibility is that children with DLD have cognitive deficits because they are less successful relative to peers with typical language in utilizing self-directed speech (SDS; i.e., speech to oneself) to regulate their behaviors and thoughts. For example, children with DLD may be less likely to articulate steps while problem solving or verbally rehearse task rules. As such, language impairment may play a causal role in higher-order cognitive deficits in DLD via impaired SDS. Sociocultural models suggest that SDS begins as external regulatory speech from caregivers that children internalize to develop SDS. In this model, expressive language impairment would negatively affect a child’s ability to produce SDS, and receptive language impairments would reduce a child’s ability to understand caregivers’ external regulatory speech, which is central to SDS development. Few studies have examined SDS in DLD, but previous research indicates that children with DLD have immature SDS relative to typically developing peers. However, there is also promising evidence that SDS can be trained in children with DLD. Although children with DLD show immature SDS relative to typical peers, longitudinal research in this area is lacking, making it difficult to determine the developmental trajectory and discern why children with DLD lag behind typical peers. The first goal of this research is to document the longitudinal development of SDS in preschoolers with and without DLD in order to compare the groups in their SDS and planning abilities and to assess the relation between these variables over time. This goal will be achieved in Study 1 in which preschoolers with and without DLD will complete the Tower of Hanoi planning task four times over one year. The second goal is to elucidate the effects of SDS on planning performance in preschoolers with and without DLD. This will be addressed in Study 2 in which preschoolers with DLD and typical language will complete Tower of Hanoi four times in different experimental conditions that manipulate (i.e., prevent or encourage) SDS production. If task performance differs across the conditions, it suggests that planning is affected by increasing or decreasing SDS, supporting a causal relationship between SDS and cognitive performance. The third goal is to test the predictions of the sociocultural model with respect to the effects of expressive versus receptive-expressive language deficits on SDS. This goal will be addressed with data from children with DLD from Studies 1 and 2 by comparing SDS development between children with expressive language impairment versus those with receptive-expressive impairment. Sociocultural models of SDS would predict an asymmetry with larger SDS deficits associated with receptive-expressive impairment.