Social influences on sensorimotor integration of speech production and perception during early vocal learning

早期声乐学习过程中社会对言语产生和感知的感觉运动整合的影响

• 批准号: 10622539
• 负责人: Sarah W Bottjer
• 金额: $ 20.61万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-12 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10622539
• 关键词: Articulation; Association Learning; Auditory; Auditory Prosthesis; Behavior; Caregivers; Cochlear Implants; Cochlear implant procedure; Control Groups; Cues; Data; Development; Exhibits; Goals; Hearing; Impairment; Infant; Language; Language Development; Learning; Life; Link; Mediating; Modeling; Motor; Motor output; Parents; Pattern; Perception; Perceptual learning; Poverty; Production; Productivity; Prosthesis; Psychological reinforcement; Recording of previous events; Recovery; Rewards; Role; Sensorineural Hearing Loss; Signal Transduction; Social Interaction; Social Reinforcement; Speech; Speech Development; Speech Sound; Testing; Time; Training; congenital hearing loss; experience; experimental group; hearing impairment; hearing range; improved; motor learning; novel; parental influence; phonology; reinforcer; remediation; social; social factors; social influence; sound; vocal learning; vocalization

Infants show dramatic changes in their ability to perceive and produce vocal sounds of their native language over the first year of life. Our conceptual framework interprets this plasticity in the context of encoding reward prediction errors that play a role in associative learning. Our studies will test an important mechanistic question: the extent to which linked perceptual and motor learning of speech-like vocalizations in infants with different histories of social-vocal experience is regulated by contingent pairings of babbling with social-vocal reinforcement by caregivers. Contingent pairings of a signal with a reinforcer induce learning of a prediction in models of associative learning. Thus when social-vocal reward by caregivers is contingent on babbling, infants learn that their utterances predict social reinforcement accompanied by mature vocal patterns and begin to produce speech-like forms that emulate the phonological pattern provided by caregivers. We posit that social reinforcement is a potent driver of learning during the earliest stages of vocal development (6-12 months) in infants with typical hearing (TH). In contrast, infants with congenital hearing loss (HL) will have an impoverished history of social-vocal interactions that impair early vocal learning. However, after hearing remediation via a cochlear implant, social-vocal reinforcement will facilitate learning above and beyond gains due to improved hearing levels alone. Aim 1 will test the hypothesis that HL infants are poorer vocal learners because they do not benefit from contingent pairings of babbling with social-vocal reward to the same extent as TH infants. We will compare the ability of infants with TH versus HL to learn to produce new vocal forms based on experimental manipulations: social-vocal reinforcement by caregivers will be either temporally contingent or random with respect to their infants’ babbling. We predict that babbling-contingent social-vocal reinforcement will be less effective in promoting learning of more speech-like patterns in HL infants, despite matching hearing levels between contingent and random-control groups within both HL and TH conditions. Subsequent remediation of hearing via receipt of a cochlear implant will facilitate vocal production learning based on babbling-contingent social-vocal reward. A parallel Aim 2 will test whether degree of learning to produce the new vocal forms in Aim 1 can predict improved perception of those same sounds. If social-reward based learning strengthens integration between perception and production, then contingent training should improve both productive (Aim 1) and perceptual (Aim 2) learning. We predict that contingent reinforcement will induce correlations between production and perception of vocal sounds in TH infants but will exert limited effects in HL infants, with lowest correlations in infants with more limited production learning. Remediation of hearing following cochlear implantation will enable social-vocal reward to strengthen perception-production links as hearing levels improve. These studies are the first to investigate the role of social factors during sensorimotor integration in the context of prediction-error based associative learning.

婴儿感知和发出母语声音的能力发生了戏剧性的变化 在生命的第一年。我们的概念框架在编码奖赏的背景下解释了这种可塑性 在联想学习中起作用的预测错误。我们的研究将检验一个重要的机制 问题：儿童发声性发声的知觉学习和运动学习之间的联系程度 社会发声体验的不同历史受偶发的喋喋不休和社会发声的组合所支配 护理员的增援。信号与增强子的偶然配对诱导对预测的学习 联想学习的模型。因此，当照顾者的社会声音奖励取决于喋喋不休时，婴儿 了解他们的话语预示着社会的强化，伴随着成熟的发声模式，并开始 模仿照顾者提供的语音模式，制作类似演讲的形式。我们假设社会 在发声发育的早期阶段(6-12个月)，强化是学习的有力推动力 具有典型听力的婴儿(TH)。相比之下，患有先天性听力损失(HL)的婴儿将有 社会-声乐互动的贫乏历史损害了早期的声乐学习。但是，在听到之后， 通过植入人工耳蜗进行补救，社会发声强化将促进学习，超越收获 仅仅是因为听力水平的提高。目标1将检验HL婴儿发声能力较差的假设 因为他们不会从喋喋不休和社会声音奖励的偶发组合中获得同等程度的好处 就像婴儿一样。我们将比较患有TH和HL的婴儿学习产生新发声形式的能力 基于实验操作：照顾者的社会声音强化将是暂时的 根据婴儿的喋喋不休是偶然的还是随机的。我们预测，喋喋不休的社会声音 强化在促进HL婴儿学习更多类似言语的模式方面效果较差，尽管 在HL和TH两种情况下，随机和随机控制组之间的听力水平匹配。 通过接受人工耳蜗接受听力的后续补救将促进发声学习 基于喋喋不休的社会声音奖励。一个平行的目标2将测试学习程度是否 在目标1中产生新的发声形式可以预测对这些相同声音的改善感知。如果是社会奖励 基于学习的学习加强了感知和生产的结合，那么应急培训应该 改善生产性(目标1)和感性(目标2)学习。我们预测，特遣队增援将 诱导婴儿发声和知觉之间的相关性，但作用有限 对HL婴儿的影响，在生产学习较有限的婴儿中相关性最低。补救措施 人工耳蜗植入后的听力将使社会-声音奖励增强知觉产生 随着听力水平的提高，链接。这些研究是第一次调查社会因素在 基于预测误差的联想学习中的感觉运动整合。