Lexico-semantic abilities in early language growth and delay

早期语言发展和延迟的词汇语义能力

• 批准号: 10576365
• 负责人: Arielle Borovsky
• 金额: $ 65.38万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10576365
• 关键词: Address; Affect; Age; Child; Clinical; Data; Development; Diagnostic; Early Diagnosis; Early identification; Environment; Future; Goals; Graph; Growth; Health; Individual; Individual Differences; Infant; Intervention; Knowledge; Language; Language Delays; Language Development; Language Development Disorders; Language Disorders; Lead; Learning; Learning Skill; Manuals; Maps; Measurement; Measures; Methodology; Modeling; Nursery Schools; Outcome; Population Heterogeneity; Production; Productivity; Public Health; Reporting; Research; Research Personnel; Risk; Sampling; School-Age Population; Schools; Semantics; Structure; Toddler; Traction; Vocabulary; early experience; experience; improved; insight; interest; language impairment; language outcome; language processing; lexical; novel; prevent; rapid growth; recruit; response; skills; social; specific language impairment; timeline; verbal; visual tracking; word learning

Project Summary: Children with language disorders are at risk for a host of negative health and academic consequences, and represent at least 7% of the school-aged population. This project addresses two critical public-health needs regarding language disorders: (1) Characterizing early lexico-semantic skill trajectories with the goal of (2) Improving early identification. We focus on several promising assessments of lexico-semantic abilities in toddlers, as lexico-semantic skills are a component of language which is affected in school-age children with developmental language disorders, and can also be reliably measured in toddlers. We propose to recruit a large group of 18-month-old toddlers with a diverse set of language abilities and backgrounds and then follow these children longitudinally to assess whether and how growth in three main lexico-semantic skills (structure, learning, and processing) predicts language outcomes at age 4, when clinical language disorder status can initially be assessed. To fully characterize how early skills and trajectories lead to later outcomes, we carry out several analyses on concurrent and predictive relations between skills and create detailed models of children's early lexicons. This project will advance our ability to detect early language disorders by evaluating the degree to which early skills in recognizing relationships between known and novel word meanings might serve as a marker of longer-term language delays.

项目概要： 患有语言障碍的儿童面临着一系列负面健康和学业后果的风险， 至少占学龄人口的7%。该项目解决了两个关键的公共卫生需求 关于语言障碍：（1）描述早期词汇语义技能轨迹，目标是（2） 改善早期识别。我们专注于几个有前途的评估词汇语义能力， 词汇语义技能是语言的一个组成部分，在学龄儿童中受到影响， 发育性语言障碍，也可以在幼儿中可靠地测量。我们建议招聘一名 一大群18个月大的幼儿，他们有着不同的语言能力和背景， 这些儿童纵向评估是否和如何增长的三个主要词汇语义技能（结构， 学习和处理）预测4岁时的语言结果，此时临床语言障碍状态可以 初步评估。为了充分描述早期技能和轨迹如何导致后来的结果，我们进行了 对技能之间的并发和预测关系进行了一些分析，并建立了儿童技能的详细模型。 早期词典该项目将通过评估语言障碍的程度来提高我们检测早期语言障碍的能力。 早期识别已知词义和新词义之间关系的技能可能是一种 长期语言延迟的标志。