A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In Developmental Language Disorder

链接发展性语言障碍中的语音和形态句法序列模式规则的发展框架

• 批准号: 10062600
• 负责人: LouAnn Gerken
• 金额: $ 65.42万
• 依托单位: UNIVERSITY OF TEXAS DALLAS
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10062600
• 关键词: 6 year old; Acoustics; Adult; Affect; Age; Articulation; Automobile Driving; Child; Cues; Data; Dependence; Development; Disease; Early identification; Educational process of instructing; Family; Human; Infant; Intervention; Judgment; Language; Language Development; Language Development Disorders; Lead; Learning; Linguistics; Link; Mission; Morphology; Outcome; Pattern; Performance; Production; Recording of previous events; Research; Rice; School-Age Population; Semantics; Speech Sound; Subcategory; Testing; Toddler; United States National Institutes of Health; Visual; Vocabulary; Voice; Work; delta opioid receptor; experience; improved; infancy; lexical; lexical processing; novel; peer; phonology; prevent; prototype; sequence learning; skills; social; sound; specific language impairment; stem; syntax; word learning

Abstract A hallmark of English-learning children with developmental language disorder (DLD, AKA specific language impairment) is the inconsistent production of grammatical morphology. However, recent work also implicates the phonological domain, as indicated by deficits in producing word and nonword forms. The hypothesis driving the current proposal is that morphological and phonological deficits are causally linked by a broader deficit in sequential pattern learning. The unique approach taken here combines what we already know about morpho-syntactic deficits in DLD with recent developments in the fields of linguistics and language acquisition. First, it is possible to divide phonological and morphological patterns into three pattern types (Single Feature, OR/Disjunction, Family Resemblance/Prototype), with these types having a long history of study in visual pattern learning. Importantly, children with DLD appear to have maximum difficulty with morpho- syntactic patterns of the OR type (e.g., regular past tense). In contrast, studies using artificial grammars show that infants who are typically developing are highly adept at learning Single Feature and OR pattern types; Family Resemblance patterns may be weaker. Typical adults are adept at Single Feature and Family Resemblance patterns, but appear to be, at least superficially, more like children with DLD in their performance on the OR pattern. With these intriguing findings as a starting point, the proposed research links phonological and morphological sequence learning in children with DLD. In Aim 1, we ask if 4- to 6-year-olds (typically developing (TD), DLD alone, DLD + speech sound disorder (SSD), and SSD with no morpho-syntactic deficit) and adults are sensitive to input examples that fit one of these three patterns. We predict that, consistent with their long-documented morpho-syntactic deficit, children with DLD will have particular difficulty with the phonological OR pattern. Consistent with their intact morpho-syntactic skills, children with SSD should show no deficits in the OR pattern, revealing a link between OR pattern learning, phonology, and morpho-syntax. Aim 2 explores whether the inclusion of a semantic subcategory cue facilitates learning the OR pattern. Aim 3 asks if dependence on the associatively organized lexicon can account for the infant-to-adult developmental changes observed for the OR pattern (which is not associatively organized) and thereby explores the possibility that children with DLD rely on their lexicons to compensate for their sequential pattern learning deficit. The results of the proposed studies promise to help identify the underlying mechanism(s) of DLD and to suggest possible intervention strategies, such as employing semantic cues to the OR pattern and strengthening lexical organization.

摘要 患有发展性语言障碍（DLD）的英语学习儿童的一个标志 语言障碍）是语法形态的不一致的产生。然而，最近的工作也 暗示了语音领域，如在产生单词和非单词形式的缺陷所示。的 驱动当前建议的假设是，形态和语音缺陷是因果联系的， 在序列模式学习中的更广泛的缺陷。这里采用的独特方法结合了我们已经 了解DLD中的形态句法缺陷以及语言学和语言领域的最新发展 采集首先，语音和形态模式可以分为三种模式类型 （单一特征、或/分离、家族相似/原型），这些类型具有悠久的历史， 视觉模式学习的研究。重要的是，患有DLD的儿童似乎在形态学方面有最大的困难， OR类型的句法模式（例如，regular past tense）。相比之下，使用人工语法的研究表明， 典型发育中的婴儿非常善于学习单一特征和OR模式类型; 家庭相似模式可能较弱。典型的成年人擅长单一功能和家庭 类似于模式，但至少从表面上看，更像是DLD儿童的表现 手术室的模式 以这些有趣的发现为出发点，拟议的研究将语音和 DLD儿童的形态序列学习。在目标1中，我们问4到6岁的孩子（通常是 发育中（TD）、单纯DLD、DLD +语音障碍（SSD）和无形态句法缺陷的SSD） 成年人对符合这三种模式之一的输入示例很敏感。我们预测， 他们长期记录的形态句法缺陷，DLD儿童将有特别的困难， 语音或模式。与他们完整的形态句法技能相一致，患有SSD的儿童应该表现出没有 在或模式的赤字，揭示了或模式学习，语音和形态句法之间的联系。目的2 探讨是否包括一个语义子类线索有利于学习或模式。目标3问，如果 对联想组织词汇的依赖可以解释婴儿到成人的发展变化 观察OR模式（未关联组织），从而探索以下可能性： DLD儿童依靠他们的词汇来弥补他们的序列模式学习缺陷。结果 的拟议研究承诺有助于确定DLD的潜在机制，并提出可能的 干预策略，如采用语义线索的OR模式和加强词汇 organization.