The Role of Cognitive Skills and Language Experience in Grammatical Processing

认知技能和语言经验在语法处理中的作用

• 批准号: 10616577
• 负责人: Duane G Watson
• 金额: $ 5.2万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10616577
• 关键词: 8 year old; Address; Adult; Age; Agreement; Child; Child Mortality; Cognition; Cognitive; Complex; Comprehension; Development; Economics; Education; Educational Intervention; Goals; Health; Individual; Individual Differences; Infant Mortality; Language; Lead; Link; Literature; Low Income Population; Measures; Methodology; Minority; Nature; Newspapers; Outcome; Population; Predictive Factor; Psycholinguistics; Reader; Reading; Research; Research Personnel; Role; Schools; Series; Short-Term Memory; Structure; Testing; Text; Textbooks; Time; Work; aged; cognitive ability; cognitive skill; college; comprehension skill; experience; experimental study; health care availability; improved; innovation; language comprehension; language processing; literacy; novel; phonology; processing speed; programs; reading ability; skills; syntax; theories

Despite having mastered basic word reading skills, large numbers of readers struggle to understand what they read. More worrisome still is the over-representation of minority and low-income populations in the ranks of struggling readers, which is linked to poor health outcomes. At the same time, there is very little agreement among psycholinguists and education researchers as to what factors drive variability in language understanding. This research program tests two factors that have been argued to explain variability in grammatical processing and language comprehension abilities. The first are differences in cognitive abilities (i.e. working memory, processing speed, and phonological ability). The second are differences in experience with language. We test these two possibilities in a series of experiments examining individual differences in language comprehension in young readers and adults. We have 2 specific aims: 1) To determine whether syntactic processing is guided by cognitive constraints or language experience; 2) to determine whether correlations between language experience and comprehension skills that were discovered in pilot work are the result of previous experience with diverse grammatical structures or the result of improved parsing efficiency derived from practice. The outcomes of the proposed experiments have implications for core questions in language research. Evidence that working memory or other cognitive factors predict language skill is most consistent with theories that domain general aspects of cognition are engaged in understanding language. Evidence that language experience predicts variability in reading skill is more consistent with theories that posit that statistical representations drive language processing.

尽管已经掌握了基本的文字阅读技能，但大量的读者仍在努力 理解他们读到的内容。更令人担忧的是少数族裔和低收入群体的代表性过高 在挣扎的读者队伍中的人口，这与健康状况不佳有关。在同一 然而，心理语言学家和教育研究者对于哪些因素 驱动语言理解的可变性。这项研究计划测试了两个因素， 认为解释变异的语法处理和语言理解能力。第一 是认知能力的差异（即工作记忆，处理速度和语音 能力）。第二是语言体验的差异。我们测试这两种可能性在一个 一系列的实验研究了青少年阅读者在语言理解方面的个体差异 和成年人。我们有两个具体的目标：1）确定句法加工是否由 认知限制或语言经验; 2）确定语言之间的相关性 在试点工作中发现的经验和理解技能是以前的结果 具有多种语法结构的经验，或者由于以下原因而提高了解析效率 实践实验结果对语言核心问题的研究具有启示意义 research.工作记忆或其他认知因素预测语言技能的证据最多 与认知领域一般方面参与理解的理论一致 语言语言经验预测阅读技能变异性的证据与 认为统计表征驱动语言处理的理论。