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

许多患有发展性语言障碍(DLD)的儿童有更高级别的认知缺陷(即执行障碍 功能、解决问题和计划)，以及语言障碍。建立与中国的关系 语言和认知对于我们理解DLD的本质和发展方法是很重要的 提高认知能力，这是至关重要的，因为更高层次的认知技能预示着更晚的学业和职业生涯 成功。一种可能是患有DLD的孩子有认知缺陷，因为他们不太成功 相对于使用典型语言的同龄人而言，使用自我指向言语(即对自己的言语)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，而 解决问题或口头排练任务规则。因此，语言障碍可能在 抑郁自评量表受损对DLD高阶认知功能的影响社会文化模型表明，抑郁始于 来自照顾者的外部调节讲话，儿童内化以形成抑郁。在这个模型中，富有表现力 语言障碍会对儿童产生抑郁和接受性语言的能力产生负面影响 缺陷会降低孩子理解照顾者外部调节语言的能力，这是 是开发可持续发展战略的核心。很少有研究检查DLD中的SDS，但之前的研究表明 DLD儿童与正常发育的同龄人相比，具有不成熟的抑郁症状。然而，也有希望 证据表明，可以对患有DLD的儿童训练SDS。尽管DLD儿童表现出不成熟的抑郁 相对于典型的同行，这一领域缺乏纵向研究，这使得很难确定 了解DLD儿童的发展轨迹和落后于典型同龄人的原因。这其中的第一个目标是 研究旨在记录患有和不患有DLD的学龄前儿童抑郁自评量表的纵向发展情况，以便 比较这些群体的抑郁和计划能力，并评估这些变量之间的关系 时间到了。这一目标将在研究1中实现，在研究1中，有无学习障碍的学龄前儿童将完成塔 在一年内四次完成河内规划任务。第二个目标是阐明SDS对规划的影响 学龄前儿童有无学习障碍的表现。这将在研究2中得到解决，在研究2中，学龄前儿童 用DLD和典型语言在不同的实验条件下完成四次河内塔 操纵(即，防止或鼓励)十二烷基硫酸钠的生产。如果不同条件下的任务性能不同，则它 表明计划受增加或减少SD的影响，支持 抑郁自评量表与认知表现。第三个目标是用尊重来检验社会文化模型的预测。 表现性语言缺陷与接受性语言缺陷对抑郁的影响。这一目标将得到解决 使用来自研究1和研究2的DLD儿童的数据，通过比较 表现性语言障碍与接受-表达障碍的对比。的社会文化模式 与接受-表达障碍相关的更大的SDS缺陷将预示一种不对称。

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.