Dialect Detection in School-age Black Children: An Eye-tracking Study

学龄黑人儿童的方言检测：一项眼球追踪研究

• 批准号: 10597841
• 负责人: MONIQUE T MILLS
• 金额: $ 19.38万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-12-01 至 2024-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10597841
• 关键词: 7 year old; Academic achievement; African American; Age; American; Black race; Child; Clinical; Collaborations; Comprehension; Data; Detection; Development; Diagnostic; Economics; Education; Equation; Evaluation; Exposure to; Goals; Individual; Individual Differences; Inequality; Interruption; Language; Language Development Disorders; Laws; Lead; Learning; Linguistics; Link; Mainstreaming; Maps; Measures; Mental Health; Methods; Modeling; Outcome; Participant; Pattern; Performance; Personal Satisfaction; Positioning Attribute; Production; Public Health; Publications; Reading; Research; Risk; School-Age Population; Schools; Stimulus; Substance abuse problem; Technology; Testing; Time; Underachievement; Variant; Visual; Washington; bilingualism; clinical practice; density; education cost; educational atmosphere; evidence base; indexing; insight; language processing; ophthalmic examination; phonology; physical conditioning; processing speed; racial disparity; reading ability; screening; skills; social; substance use; visual tracking

PROJECT SUMMARY Gaps in academic achievement lead to gross racial disparities in mental health, physical health, and substance use and abuse and compound inequalities, threatening individual as well as social and national economic well-being. Black children represent one group at substantial risk for educational underachievement due to dialect mismatch effects that can hamper reading performance: Ninety percent Black children speak African American English (AAE) as their primary dialect, yet the learning environment in the school is that of Mainstream American English (MAE). Dialect mismatch effects have been tested using offline measures of language production and comprehension in Black children, ages 5- to 8 years, when reading skills are coming online. However, language production measures cannot expose subtle interruptions in AAE speakers’ comprehension as they learn in MAE. Thus, there is a critical need for measures sensitive to moment-by-moment language processing. In the absence of such methods, the promise of understanding potential educational costs of dialect mismatch effects will likely remain elusive. Our central hypothesis is that school-aged Black children with stronger language skills will be sensitive to violations of phonology and grammar in AAE and MAE, but that school-age children with weaker language skills will show little sensitivity to such violations. Our hypothesis has been formulated based on extant research linking children’s processing speed with language ability. Further, our own pilot data, conducted with White speakers of MAE, demonstrated statistically significant differences in time spent looking at stimuli when language input does or does not contain linguistic violations. We plan to attain the overall objective by pursing the following specific aims: (1) to apply eye-tracking to evaluate sensitivities to violations of phonology and grammar in both MAE and AAE, in 7-year-old Black children; and (2) to determine how well eye-tracking profiles align with measures of language production commonly used in clinical practice. At the completion of the proposed project, our expected outcomes are to have identified key dialect detection profiles of typically-developing Black children. These results will provide a foundational evidence base on dialect detection in young Black children, supplying insights into normative development that have potential applications to the treatment of developmental language disorder.

项目摘要 学业成绩的差距导致心理健康、身体健康、 和药物使用和滥用以及加剧不平等，威胁到个人以及 社会和国家经济福利。黑人儿童是一个面临巨大风险的群体 由于方言不匹配的影响，可能会妨碍阅读， 表现：百分之九十的黑人儿童说非洲裔美国人英语（AAE）作为他们的语言。 主要的方言，但在学校的学习环境是主流美国 英语（MAE）。方言不匹配的影响已被测试使用离线措施的语言 5- 8岁的黑人儿童，当阅读技能 即将上线然而，语言产生措施无法暴露语言中的微妙中断， AAE演讲者在MAE中学习时的理解力。因此，迫切需要采取措施， 对每时每刻的语言处理都很敏感如果没有这种方法， 了解方言不匹配效应的潜在教育成本的承诺可能会 仍然难以捉摸 我们的中心假设是，具有较强语言技能的学龄黑人儿童将 对AAE和MAE中违反语音和语法的行为敏感，但学龄儿童 语言能力较弱的人对这种侵犯行为不敏感。我们的假设是 它是根据现存的研究将儿童的处理速度与语言联系起来而制定的 能力此外，我们自己的试点数据，与白色扬声器的MAE进行，证明 在统计学上显着差异时，语言输入看刺激花费的时间或 不包含语言违规。为达致整体目标，我们计划推行 （1）采用眼动追踪技术，评估对侵犯人权行为的敏感性， 语音和语法在MAE和AAE，在7岁的黑人儿童;和（2） 确定眼动追踪轮廓与语言产出测量的一致性， 用于临床实践。 在拟议项目完成时，我们的预期成果是确定关键的 典型发展中的黑人儿童的方言检测概况。这些结果将提供一个 基本证据基础上的方言检测在年轻的黑人儿童，提供见解， 规范发展，有潜在的应用程序，以治疗发展 语言障碍