Talking Late in Two Languages

用两种语言说晚话

基本信息

  • 批准号:
    10655025
  • 负责人:
  • 金额:
    $ 46.62万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
  • 财政年份:
    2023
  • 资助国家:
    美国
  • 起止时间:
    2023-04-01 至 2028-03-31
  • 项目状态:
    未结题

项目摘要

Project Summary/Abstract Children’s early vocabulary skills cast a powerful predictive spell over their subsequent language48,96,97 and educational36,83,143 outcomes. At the same time, bilingual children’s language-specific vocabulary skills lag behind those of their same-age monolingual peers14,15,49,58,62,87,88,93,97,146,156,160,161,162,164. This lag in language-specific vocabulary is seen as inevitable and persistent because of distributed exposure of bilingual input across two languages109,113. The crucial gap in the literature is that the effect of distributed exposure on bilingual children’s word-learning has not been tested experimentally. The overarching goal of the proposed work therefore is to test how distributed exposure affects word learning in bilingual children. To this end, we situate the proposed study within the Cross-Situational Statistical Word Learning (CSWL) framework, where the formation of links between words and their referents relies on the ability to aggregate statistical information across multiple exposures to ambiguous mappings between multiple words and referents46,142. Rather than framing our inquiry in terms of bilingual / monolingual comparisons, we instead harness the CSWL paradigm, and focus on experimentally manipulating the exposure parameters within the bilingual participants. Our participants are Spanish-English bilingual toddlers with typical language and who are late to talk, as well as Spanish-English bilingual children with Developmental Language Disorder (DLD). Specific Aim 1 is to test the effect of distributed exposure on CSWL in samples of 2-year-old bilingual toddlers enriched for history of late-talking. In a series of four experiments, we will systematically manipulate exposure parameters, and test specific, mechanistic hypotheses regarding the effects of these manipulations on children’s CSWL. Specific Aim 2 is to test the developmental trajectory of distributed-exposure effects and language outcomes in bilingual children with a history of late-talking. The same children recruited under Specific Aim 1 will be tested again at age 4, enabling us to examine how learning from distributed exposure changes over time, and identify factors that predict recovery of expressive language skills in bilingual late-talkers. Specific Aim 3 is to test the effect of distributed exposure on word learning in 4-year-old bilingual children with DLD. The prediction stemming from bilingual/monolingual comparisons literature is that distributed exposure will interfere with learning (vs. single- language exposure). The alternative prediction stemming from theories of CSWL172,174 and from the limited experimental studies of bilingual learning73,119 is that effects of distributed exposure may be limited, or even facilitative for bilingual children. Proposed studies will move theories of bilingualism and of CSWL forward by identifying the specific mechanisms by which distributed exposure does (or do not) impact word learning in bilingual children. In practical terms, the proposed studies will reveal whether there is an optimal exposure/intervention strategy for successful acquisition of two languages, and whether it works equally well for children with typical language skills and for children who are at risk for language impairment.
项目总结/摘要 儿童早期的词汇技能对他们后来的语言有着强大的预测能力48,96,97, educational教育36,83,143 outcomes结果.同时,双语儿童的语言特异性词汇技能滞后 [2019 - 04 - 19 00:04:04][2019 - 02 - 19 00:04][2019 - 01:19][2019 - 01 - 19 00:04][2019 - 01 - 19 00:04][2019 - 01:19][2019 - 01][2019 - 01][2019 - 01 - 19 00:19][2019 - 01][2019 - 01]这种特定语言的滞后 词汇被认为是不可避免的和持久的,因为双语输入的分布暴露在两个 语言109,113.文献中的关键空白在于, 儿童的词汇学习能力还没有经过实验测试。拟议工作的总体目标 因此,是测试如何分布暴露影响双语儿童的单词学习。为此我们 在跨情境统计词汇学习(CSWL)框架内, 词与其所指对象之间联系的形成依赖于对统计信息进行聚合的能力 在多次暴露于多个单词和参考之间的模糊映射46,142中。而不是 在双语/单语比较方面构建我们的调查,我们反而利用CSWL范式, 并专注于实验性地操纵双语参与者的暴露参数。我们 参与者是西班牙语和英语双语的幼儿,他们的语言很典型,而且说话也很晚 西班牙语-英语双语儿童,患有发育性语言障碍(DLD)。具体目标1是 在2岁双语幼儿的样本中测试分布暴露对CSWL的影响, 迟到的谈话在一系列的四个实验中,我们将系统地操纵曝光参数,并测试 具体的,机械的假设,这些操作对儿童的CSWL的影响。具体 目的二是检验双语者的分布暴露效应和语言结果的发展轨迹 有晚起习惯的孩子根据具体目标1招募的同一批儿童将在 4岁,使我们能够研究如何从分布式暴露中学习随着时间的推移而变化,并确定因素 预测双语迟说话者表达语言技能的恢复。具体目标3是测试 4岁双语DLD儿童词汇学习的分布暴露。该预测源于 双语/单语比较文献的一个重要结论是,分布式暴露会干扰学习(与单语相比, 语言接触)。另一种预测源于CSWL 172,174的理论和有限的 双语学习的实验研究73,119认为,分散接触的效果可能有限,甚至 为双语儿童提供便利。拟议的研究将推动双语理论和CSWL的发展, 确定分布式暴露影响(或不影响)单词学习的具体机制, 双语儿童实际上,拟议的研究将揭示是否存在最佳的 暴露/干预策略成功地获得两种语言,以及它是否同样适用于 有典型语言技能的儿童和有语言障碍风险的儿童。

项目成果

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Margarita Kaushanskaya其他文献

Margarita Kaushanskaya的其他文献

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{{ truncateString('Margarita Kaushanskaya', 18)}}的其他基金

Dual Language Development in Young Children with ASD
自闭症谱系障碍幼儿的双语发展
  • 批准号:
    10716467
  • 财政年份:
    2023
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    10359909
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    9522288
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    10376223
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    10572811
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    10286872
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Learning in Two Languages by Bilingual Children With and Without Language Impairment
有或没有语言障碍的双语儿童学习两种语言
  • 批准号:
    9889089
  • 财政年份:
    2018
  • 资助金额:
    $ 46.62万
  • 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
  • 批准号:
    8110235
  • 财政年份:
    2010
  • 资助金额:
    $ 46.62万
  • 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
  • 批准号:
    8209268
  • 财政年份:
    2010
  • 资助金额:
    $ 46.62万
  • 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
  • 批准号:
    7779263
  • 财政年份:
    2010
  • 资助金额:
    $ 46.62万
  • 项目类别:

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