Rhythm in Atypical Language Development: Mechanisms and Individual Differences

非典型语言发展的节奏：机制和个体差异

• 批准号: 8959304
• 负责人: Reyna Leigh Gordon
• 金额: $ 10.72万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-15 至 2016-04-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8959304
• 关键词: Accounting; Acoustics; Address; Affect; Age; Auditory; Behavioral; Brain; Child; Child Language; Clinical; Cognitive; Competence; Complex; Cues; Development; Disease; Electroencephalography; Elements; Event; Expectancy; Foundations; Funding; Future; Goals; Grant; Individual Differences; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Measures; Mediator of activation protein; Methodology; Methods; Music; Outcome; Perception; Performance; Phenotype; Population; Recruitment Activity; Research; Role; School-Age Population; Short-Term Memory; Signal Transduction; Speech; Statistical Models; Stimulus; Stream; Stress; Structure; Testing; Time; Training; Translational Research; Variant; Vocabulary; Work; behavior measurement; clinically significant; cognitive neuroscience; directed attention; expectation; innovation; peer; phrases; prevent; public health relevance; relating to nervous system; response; skills; social; specific language impairment; syntax; theories; traditional therapy; word learning

 DESCRIPTION (provided by applicant): To understand speech and eventually develop communicative language skills, young children must segment and parse a complex acoustic signal. Recent theoretical accounts propose that rhythmic variations in the speech signal facilitate language acquisition by entraining neural oscillations and directing attention to specifc moments in time, such as phrase boundaries. In particular, our preliminary work shows a strong association between musical rhythm and grammar skills in typically developing children. The proposed R03 extends this work to children with Specific language impairment (SLI, a disorder which affects 7% of young children in the U.S.) to investigate rhythm deficits in this population and determine to what extent rhythm skills in these children are predictive of their language difficulties in grammar and word learning. Thus the long-term goal of this project is to identify individual differences in rhythm sensitivity that predict language acquisition outcomes, by differentiating musical and speech rhythm skills from other known factors in disordered language development, as well as illuminating the neural and cognitive mechanisms by which rhythm deficits may impede language development. This R03 proposal employs an individual differences approach as the first step towards this goal, using an original combination of methodologies drawn from child language development, cognitive neuroscience, and statistical modeling. Aims 1a and 1b of the grant will differentiate the respective contributions of speech rhythm, musical rhythm, and auditory working memory to grammar skills in children that have a wide range of grammatical abilities, in addition to investigating the role of rhythm sensitivity in SLI phenotype. Aim 2 will investigate rhythm sensitivity as a predictor in the ability of children with SLI to segment the speech signal and learn word forms. The impact of this project is a better understanding of how rhythm perception contributes to significant grammar and word learning challenges faced by children with SLI, setting the foundation for future translational research directed toward incorporating rhythm in clinical approaches to SLI. These findings are expected to lay important groundwork for future longitudinal work that will test the utility of rhythm in predicting language outcomes, including the following: response to treatments that implicitly manipulate prosody, a causal influence of rhythm training/rhythm skills on grammatical development and word learning, and utilization of rhythm sensitivity to help discern which late-talking children will resolve from those who will develop SLI.

 描述（由申请人提供）：为了理解语音并最终发展语言交流技能，幼儿必须分割和解析复杂的声音信号。最近的理论表明，语音信号的节奏变化通过诱导神经振荡并将注意力集中到特定时刻（例如短语边界）来促进语言习得。特别是，我们的初步工作显示了典型发育儿童的音乐节奏和语法技能之间的密切联系。拟议的 R03 将这项工作扩展到患有特定语言障碍（SLI，一种影响美国 7% 幼儿的疾病）的儿童，以调查该人群的节奏缺陷，并确定这些儿童的节奏技能在多大程度上可以预测他们在语法和单词学习方面的语言困难。因此，该项目的长期目标是通过将音乐和言语节奏技能与语言发展障碍中的其他已知因素区分开来，确定预测语言习得结果的节奏敏感性的个体差异，并阐明节奏缺陷可能阻碍语言发展的神经和认知机制。该 R03 提案采用个体差异方法作为实现这一目标的第一步，使用了从儿童语言发展、认知神经科学和统计模型中提取的原始方法组合。该拨款的目标 1a 和 1b 将区分语音节奏、音乐节奏和听觉工作记忆对具有广泛语法能力的儿童语法技能的各自贡献，此外还研究节奏敏感性在 SLI 表型。目标 2 将研究节奏敏感性，作为 SLI 儿童分割语音信号和学习单词形式能力的预测因子。该项目的影响是更好地理解节奏感知如何有助于 SLI 儿童面临的重大语法和单词学习挑战，为未来旨在将节奏纳入 SLI 临床方法的转化研究奠定基础。这些发现预计将为未来的纵向工作奠定重要基础，这些工作将测试节奏在预测语言结果方面的效用，包括以下内容：对隐式操纵韵律的治疗的反应，节奏训练/节奏技能对语法发展和单词学习的因果影响，以及利用节奏敏感性来帮助辨别哪些迟到的孩子将解决哪些将发展SLI。