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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

基本信息

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
项目类别：
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

项目摘要

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.

项目总结