Phonological networks and novel word learning by children with Developmental Language Disorder

患有发展性语言障碍的儿童的语音网络和新词学习

• 批准号: 10609433
• 负责人: Ronald Pomper
• 金额: $ 6.95万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10609433
• 关键词: 9 year old; Adult; Affect; Age; Area; Behavioral; Child; Childhood; Chiroptera; Complex; Development; Disease; Educational process of instructing; Foundations; Funding; Goals; Individual; Individual Differences; Institution; Intervention; Investigation; Knowledge; Language Development; Language Development Disorders; Learning; Linguistics; Measures; Mentors; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Neighborhoods; Outcome; Parents; Patient Recruitments; Public Health; Research; Resources; Science; Semantics; Structure; Testing; Training; United States; United States National Institutes of Health; Vocabulary; Work; density; dosage; early childhood; experience; improved; improved outcome; language impairment; lexical; novel; peer; phonology; programs; skills; social; sound; success; word learning

PROJECT SUMMARY/ABSTRACT Children with developmental language disorder (DLD) struggle to learn new words and have smaller, shallower vocabularies than their peers with typical language development (TLD). Recent research indicates that the semantic structure of children’s vocabularies affects their ability to learn new words and the vocabularies of children with DLD and TLD differ in semantic structure. While children with DLD struggle in many aspects of word learning, including semantics, they find the encoding of phonological information–new word forms–to be especially difficult. The proposed research will compare the phonological structure of vocabularies between children with DLD and TLD and investigate how differences in phonological structure affect children’s ability to learn the forms of new words. The proposed work will use a combination of behavioral methods to quantify vocabulary structure and success in word learning for 7- to 9-year-old children with DLD, age-matched peers with TLD, and (younger) vocabulary-matched peers with TLD. Together, these methods will address three specific aims. Aim 1 is to quantify the extent to which differences in inter-connectivity in phonological structure – quantified using clustering coefficient, C – affects novel word learning. It is expected that children will be more successful in learning the forms of words in regions of their vocabulary with higher compared to lower inter- connectivity (high C > low C) and that this effect of inter-connectivity will be stronger for children with DLD compared to their peers with TLD. Aim 2 is to compare levels of C in the extant vocabularies of children with DLD and TLD. It is expected that the average levels of C will be higher in the vocabularies of children with DLD than their peers with TLD. Aim 3 is to determine whether atypicality in the phonological structure of children’s vocabularies affects word learning. It is expected that differences in individual C values calculated for each child will account for variability in children’s success in word learning. These outcomes will lay the foundation for future research to maximize the efficacy of vocabulary interventions for children with DLD by tailoring which words are taught based on differences in vocabulary structure at both the individual and group level. If funded, the project will assist the applicant in establishing an independent program of research investigating developmental differences in word learning that will inform early childhood interventions. The specific training goals of this project are to 1) gain expertise in participant recruitment, 2) develop computational skills in network science, 3) learn new behavioral methods, and 4) advance professional development. The research and mentoring experience of the co-sponsors as well as the extensive resources of the sponsoring institution will contribute to the successful completion of both the proposed research and training goals.

项目摘要/摘要 患有发育性语言障碍(DLD)的儿童在学习新单词方面存在困难，他们的单词更小、更浅 词汇量超过具有典型语言发展(TLD)的同龄人。最近的研究表明， 儿童词汇的语义结构影响着他们的词汇学习能力和词汇学习能力 DLD儿童和TLD儿童在语义结构上存在差异。当患有DLD的儿童在许多方面挣扎时 词汇学习，包括语义，他们发现语音信息的编码-新词形式-是 特别难。这项拟议的研究将比较两个国家的词汇的语音结构 并调查语音结构的差异如何影响儿童的能力 学习生词的形式。拟议的工作将使用行为方法的组合来量化 7-9岁DLD儿童的词汇结构与词汇学习成功 对于TLD，(年轻的)词汇匹配的同龄人使用TLD。总的来说，这些方法将解决三个问题 明确的目标。目标1是量化语音结构中相互连通性的差异程度 -使用聚类系数进行量化，C-影响新词学习。预计孩子们会更多 在较高的词汇量与较低的词汇量相比，他们成功地学习了词汇的形式 连接性(高C&>T；低C)，对于患有DLD的儿童来说，这种相互连接的影响将更强 与患有TLD的同龄人相比。目标2是比较儿童现有词汇中C的水平 DLD和TLD。预计DLD儿童的词汇中C的平均水平会更高 与患有TLD的同龄人相比。目标3是确定非典型性是否存在于儿童的语音结构中 词汇会影响单词的学习。预计为每个孩子计算的个体C值的差异 将解释儿童在单词学习上成功与否的差异。这些成果将为未来奠定基础 通过量身定做哪些单词是DLD儿童词汇干预的最大功效的研究 在个人和小组层面上根据词汇结构的差异进行教学。如果获得资金，该项目将 将协助申请者建立一个独立的研究计划，调查发展 单词学习的差异将为儿童早期干预提供信息。本项目的具体培训目标 1)获取参与者招募方面的专业知识，2)发展网络科学的计算技能，3)学习 新的行为方式，以及4)促进职业发展。的研究和指导经验 联合赞助商以及赞助机构的广泛资源将为成功的 完成拟议的研究和培训目标。