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Nonlinguistic cognitive processing commonalities among linguistically diverse learners with developmental language disorder

患有发展性语言障碍的语言多样化学习者的非语言认知处理共性

基本信息

批准号：
10273493
负责人：
Kerry Danahy Ebert
金额：
$ 38.95万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2026-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10273493
关键词：
7 year old Address Affect Area Attention Auditory Characteristics Child Child Language Childhood Clinical Clinical Services Cluster Analysis Cognitive Development Disease Ensure Exhibits Future Goals Home Individual Language Language Development Language Development Disorders Language Disorders Linguistics Measurement Measures Methods Modality Modeling Participant Pathway interactions Pattern Population Population Heterogeneity Prevalence Property Psychometrics Research Sampling School-Age Population Sensitivity and Specificity Short-Term Memory Societies Stimulus Testing Validity and Reliability Visual Work aged base bilingualism clinical translation developmental disease diagnostic accuracy disparity reduction educational atmosphere experience improved innovation memory process novel peer prevent processing speed recruit selective attention skills theories

项目摘要

Project Summary/Abstract Children with developmental language disorder (DLD) demonstrate language deficits in comparison to unaffected peers from similar language-learning environments. Because of the diversity in children’s language-learning environments, the linguistic characteristics of DLD differ across children. However, affected children may share common underlying deficits in cognitive processing skills such as processing speed, working memory, and sustained selective attention. This project systematically examines the cognitive processing profiles of individual children with DLD from different language-learning environments to identify common patterns of deficit and utilize them to identify DLD. We include children aged 5- to 7-years from three different language groups (English only, Spanish-English, and Vietnamese-English); within each of these three groups, both children with typical development (n = 60 per group; n = 180 total) and children with DLD (n = 20 per group; n = 60 total) are represented. Participants will complete assessments of processing speed, working memory, and sustained selective attention in the visual and auditory modalities using nonlinguistic stimuli to avoid bias based on linguistic experience (for bilingual children) or linguistic deficits (for children with DLD). The project will establish the reliability and validity of each assessment task to ensure suitability for clinical use (Aim 1). Cluster analyses will determine common profiles of cognitive processing skill and whether these profiles differ for children with and without DLD (Aim 2). Diagnostic accuracy analyses will be conducted to determine whether nonlinguistic cognitive processing tasks can identify children with DLD within a diverse group of language learners (Aim 3). This project will advance understanding of the underlying cognitive mechanisms that contribute to DLD by examining commonalities across children learning language in diverse circumstances. It will also establish a novel and universal approach to DLD identification that will reduce disparities across children.

项目总结/文摘