Effects of background noise on word learning in preschool-age children

背景噪音对学龄前儿童单词学习的影响

• 批准号: 10260589
• 负责人: TINA M GRIECO-CALUB
• 金额: $ 32.62万
• 依托单位: RUSH UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-09 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10260589
• 关键词: 6 year old; Academic achievement; Affect; Age; Air; Attention; Biological Factors; Characteristics; Child; Child Behavior; Child Development; Child Language; Childhood; Chronic; Cognitive; Computers; Development; Educational process of instructing; Employment; Ensure; Environment; Equilibrium; Exposure to; Familiarity; Foundations; Future; Goals; Heating; Individual Differences; Knowledge; Language; Language Delays; Language Development; Language Development Disorders; Learning; Link; Literature; Location; Longevity; Loudness; Masks; Methodology; National Institute of Child Health and Human Development; Noise; Normal Statistical Distribution; Nursery Schools; Occupational; Outcome; Perception; Performance; Predisposition; Process; Randomized; Research; Research Priority; Risk; Scheme; Semantics; Short-Term Memory; Signal Transduction; Source; Spatial Distribution; Speech; Speech Perception; Stream; System; Taxes; Television; Testing; Time; Training; Variant; Vocabulary; Work; attentional control; career; cognitive ability; cognitive development; cognitive process; cohort; early childhood; hearing impairment; improved; literacy; novel; phonology; public health relevance; skill acquisition; skills; success; therapy design; ventilation; word learning

Project Summary/Abstract: Chronic exposure to background noise during childhood negatively impacts language, literacy, and cognitive development, with repercussions for children’s academic achievement and future employment potential. A putative mechanism linking noise to decrements in language and cognitive development is that noise disrupts young children’s ability to build a vocabulary. A robust literature demonstrates that noise disrupts the perception of spoken words primarily through energetic masking, in which noise limits high fidelity encoding of target speech, and informational masking, in which noise taxes cognitive processes such as attentional control and working memory. Background noise likely disrupts word learning through similar mechanisms. Although there have been studies testing the effects of noise on word learning, these studies are few in number and variable in methodology. The noises in children’s naturalistic environments vary in type (e.g., environmental noise [air conditioners] and background speech), intensity level (i.e., how loud it is), semantic content (i.e., whether the child understands the background speech), and spatial location: factors that exert different amounts of energetic and informational masking. Additionally, differences in cognitive and language abilities among preschool-age children likely affect their susceptibility to the negative effects of noise. Thus, we lack knowledge about how cognitive factors interact with variations in noise to affect word learning in young children. This is a critical gap because spoken input is the sole source of word learning in prereaders and an important source of word learning over the lifespan. The present study will test the time course of novel word learning in the presence of background noise that varies in type, spatial location, semantic content, and intensity level, which are factors that influence young children’s perception of target speech. Specifically, the noise will vary by whether it contains speech content or not (Aim 1), whether it is co-located or spatially separated from the target speech (Aim 2), whether it contains familiar semantic and phonetic content versus only familiar phonetic content (Aim 3), and its intensity level (Aims 1, 3). To accomplish these aims, a large cohort of children between 4 and 6 years of age will be trained on novel word- referent pairs across three subsequent days. This age range is targeted because children’s speech perception is highly susceptible to the effects of noise during this time in development, and it is an important age to build foundational vocabulary skills. Each child will be tested in one noise condition, and the noise will be systematically changed across conditions. Through this approach, we will determine how various noise conditions affect both the number of words learned and the phonological precision of children’s representation of the words throughout the learning process. This work aligns with the research priorities of the Child Development and Behavior Branch of the NICHD as we will identify how aspects of children’s environments affect word learning, a critical process for long-term language, cognitive, and academic outcomes.

项目摘要/摘要：在儿童期间长期暴露于背景噪声会对背景噪声产生负面影响 语言，识字和认知发展，并对儿童的学业成绩产生影响 未来的就业潜力。推定的机制，将噪声与语言和认知的降低联系起来 发展是，噪音破坏了幼儿建立词汇的能力。强大的文学 证明噪音主要通过充满活力的掩蔽而破坏对口语的感知 哪些噪声限制了目标语音和信息掩蔽的高保真性编码，其中噪声税 认知过程，例如注意力控制和工作记忆。背景噪音可能会破坏字 通过类似的机制学习。尽管有研究测试噪声对单词的影响 学习，这些研究的数量很少，方法论的变化。儿童自然主义的噪音 环境的类型各不相同（例如，环境噪声[空调]和背景语音），强度 级别（即它的声音多大），语义内容（即孩子是否理解背景演讲）和 空间位置：发挥不同量的能量和信息掩蔽的因素。此外， 学龄前儿童认知能力和语言能力的差异可能会影响其易感性 噪声的负面影响。这，我们缺乏有关认知因素如何与变化相互作用的知识 在噪音中影响幼儿的单词学习。这是一个关键的差距，因为口语输入是唯一的来源 在终生中，先偏读的单词学习和单词学习的重要来源。本研究 将在存在背景噪声的情况下测试新单词学习的时间过程 位置，语义内容和强度水平，这是影响幼儿对的因素 目标语音。具体而言，噪声会因它是否包含语音内容而有所不同（AIM 1），是否 它与目标语音共同存在或空间分离（AIM 2），它是否包含熟悉的语义 和语音内容与熟悉的语音内容（AIM 3）及其强度水平（AIM 1，3）。到 实现这些目标，将对4至6岁之间的大量儿童进行新的培训 - 在随后的三天内提示对。这个年龄范围是针对儿童的讲话感知的目标 在开发期间，这是一个重要的年龄，很容易受到噪音的影响 基础词汇技巧。每个孩子将在一个噪音条件下进行测试，噪声将是 在条件下有系统地改变。通过这种方法，我们将确定各种噪音 条件会影响学到的单词数量和儿童代表的语音精度 在整个学习过程中的单词。这项工作与孩子的研究重点保持一致 NICHD的发展和行为分支，因为我们将确定儿童环境的各个方面 影响文字学习，这是长期语言，认知和学术成果的关键过程。