Online language processing and semantic development in late-talking infants

晚说话婴儿的在线语言处理和语义发展

• 批准号: 8957910
• 负责人: Arielle Borovsky
• 金额: $ 14.55万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-12-01 至 2017-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8957910
• 关键词: Achievement; Affect; Age; Age-Months; Body part; Categories; Child; Chronic; Clinical; Clothing; Cognitive; Comprehension; Data; Development; Diagnosis; Diagnostic; Disease; Early Diagnosis; Early Intervention; Early treatment; Educational process of instructing; Eye; Future; Goals; Growth; Health; Heterogeneity; Individual; Infant; Instruction; Intervention; Knowledge; Label; Language; Language Delays; Language Development; Language Disorders; Lead; Learning; Measures; Mental Health; Methods; Modeling; Nature; Outcome; Outcome Measure; Parents; Participant; Population; Prevalence; Process; Process Measure; Reporting; Risk; School-Age Population; Semantics; Shapes; Speed; Structure; Subgroup; Testing; Time; Vocabulary; Vulnerable Populations; Word Processing; falls; gaze; improved; improved outcome; indexing; infancy; insight; interest; language comprehension; language impairment; language processing; lexical; lexical processing; novel; outcome prediction; peer; semantic processing; skills; social; specific language impairment; word learning

DESCRIPTION (provided by applicant): The broad goal of this project is to advance our theoretical understanding of how early semantic development and language processing skills contribute to early infant risk for later language delays and impairments. We will examine infants with broad spectrum of language abilities, including those who are late-talking. Late talking infants are a group of children between 18-24 months of age who fall below the 20th percentile in early language measures. While many late talking children do catch up with their peers and show typical language growth, a subset will remain delayed and receive a diagnosis of specific language impairment (SLI). SLI is a language disorder that affects nearly 8% of school-aged children and results in difficulties in a range of language skills, and can lead to negative academic and social consequences. Children with SLI are not often identified until they are school-aged, although parents often report concerns about language growth that start from infancy. There is an urgent need not only to develop of measures that can identify which children are at greatest risk for language impairments in infancy and toddlerhood, but also to understand the mechanisms that underlie these language delays. Such advancements, in tandem, have the potential to yield crucial insights into how early intervention for early language delays may yield improved outcomes for these children. By investigating two promising markers of later language delay (1) early fluency and accuracy in lexical recognition, and (2) early semantic structure of vocabulary development, this project is can further refine measures that have shown early promise in identifying markers of language delay, and identify whether or not these skills are casually related. We assess whether a relationship exists between these factors, and if in combination they may improve identification of children who will remain delayed in language skills at age 3. The specific objectives of this proposal are to (1) evaluate the relationship between semantic domain knowledge and real-time recognition of words from 18-30 months, (2) explore whether and how word learning, semantic development, and processing skills are related and (3) assess whether language outcomes at 36 months relate to earlier measures acquired between 18-30 months. This project will highlight the importance of the ability to efficiently recognize, interpret and learn relationships between word meanings as a marker of later language delay, and will provide insights into the value of teaching semantic relationships between words as a potential approach for early intervention.

描述（由申请人提供）：该项目的广泛目标是促进我们对早期语义发展和语言处理技能的理论理解，这有助于早期婴儿的后期语言延迟和障碍。我们将检查具有广泛语言能力的婴儿，包括那些迟到的婴儿。迟到的婴儿是一群18-24个月大的儿童，他们在早期语言措施中降至第20％以下。尽管许多会说话的孩子确实赶上了同龄人并显示出典型的语言增长，但子集将保持延迟并接受特定语言障碍（SLI）的诊断。 SLI是一种影响近8％的学龄儿童的语言障碍，并导致一系列语言技能的困难，并可能导致负面的学术和社会后果。尽管父母经常报告对从婴儿期开始的语言增长的担忧，但患有SLI的儿童经常被发现。迫切需要制定措施，这些措施能够确定哪些儿童在婴儿期和幼儿期间对语言障碍的风险最大，而且还要了解这些语言延迟的机制。同时，此类进步有可能对早期语言的早期干预产生至关重要的见解 延迟可能会为这些孩子带来改善的预后。通过调查后来语言延迟的两个有希望的标记（1）词汇识别的早期流利性和准确性，以及（2）词汇发展的早期语义结构，该项目是可以进一步完善措施，这些措施在识别语言延迟的早期诺言中，并确定这些技能是否随意相关。我们评估这些因素之间是否存在关系，如果结合结合，他们可能会改善将延迟在3岁时延迟语言技能的儿童的识别。该提议的具体目标是（1）评估语义领域知识与18-30个月的实时认识之间的关系之间的关系，（2）探讨语言学习能力和处理能力的早期，（3）是否相关（3）是否相关（3） - 330 - 330 - 330 - 探索（3）是否相关（3）是否相关（3）月份。该项目将强调有效识别，解释和学习单词含义之间的关系作为后来语言延迟的标志的重要性，并将提供有关教授语义关系作为早期干预措施的潜在方法的价值的见解。