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: 9109611
• 负责人: Reyna Leigh Gordon
• 金额: $ 15.97万
• 依托单位: VANDERBILT UNIVERSITY MEDICAL CENTER
• 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 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9109611
• 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; predicting response; prevent; public health relevance; relating to nervous system; skills; social; specific language impairment; syntax; theories; traditional therapy; treatment response; 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交际语言技能，幼儿必须分割和解析复杂的声学信号。最近的理论研究表明，语音信号中的节奏变化通过引起神经振荡和将注意力引导到特定时刻（如短语边界）来促进语言习得。特别是，我们的初步工作表明，音乐节奏和语法技能之间有很强的关联，在典型的发展中国家的儿童。拟议的R 03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。研究这一人群的节奏缺陷，并确定这些儿童的节奏技能在多大程度上预测他们在语法和单词学习中的语言困难。因此，该项目的长期目标是通过将音乐和言语节奏技能与其他已知的语言发展障碍因素区分开来，以及阐明节奏缺陷可能阻碍语言发展的神经和认知机制，来确定预测语言习得结果的节奏敏感性的个体差异。R 03建议采用个体差异方法作为实现这一目标的第一步，使用从儿童语言发展，认知神经科学和统计建模中提取的原始方法组合。本基金的目的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的语法技能的各自贡献，此外还将调查节奏敏感性在以下方面的作用： SLI表型。目的2将探讨节奏敏感性作为预测能力的儿童与SLI分割的语音信号和学习单词的形式。该项目的影响是更好地了解节奏感知如何有助于SLI儿童所面临的重大语法和单词学习挑战，为未来的转化研究奠定基础，旨在将节奏纳入SLI的临床方法。这些研究结果预计将奠定重要的基础，为未来的纵向工作，将测试的实用程序的节奏在预测语言的结果，包括以下内容：治疗反应，隐式操纵韵律，节奏训练/节奏技能的因果关系的影响，语法发展和单词学习，并利用节奏的敏感性，以帮助辨别哪些晚说话的儿童将解决从那些谁将发展SLI。