Parent and child predictors of mental state language development in Down syndrome

唐氏综合症精神状态语言发展的父母和孩子预测因素

• 批准号: 9035096
• 负责人: Marie Moore Channell
• 金额: $ 7.93万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9035096
• 关键词: Address; Adolescence; Adolescent; Adult; Affect; Age; Area; Behavior; Birth; Books; Characteristics; Child; Child Development; Child Language; Cognition; Competence; Complex; Cues; Data; Development; Developmental Course; Down Syndrome; Educational process of instructing; Emotions; Empathy; Employment; Environmental Risk Factor; Etiology; Event; Exhibits; Facial Expression; Feeling; Foundations; Friendships; Future; Genetic; Goals; Home environment; Impairment; Individual; Intellectual functioning disability; Intervention; Knowledge; Label; Language; Language Development; Lead; Link; Longevity; Longitudinal Studies; Maps; Maternal Behavior; Measures; Mediation; Modeling; Mothers; Narration; Parent-Child Relations; Parents; Pathway interactions; Population; Quality of life; Reaction; Research; Role; Sampling; Shapes; Social Development; Social Interaction; Specific qualifier value; Staging; Testing; Thinking; Variant; Work; base; expectation; experience; improved; insight; language impairment; mental state; peer; public health relevance; research study; showing emotion; skills; social; social communication; therapy design

 DESCRIPTION (provided by applicant): Down syndrome (DS) is the leading genetic cause of intellectual disability. Individuals with DS struggle with all facets of expressive language, including narrative, a form of spoken language that enables a speaker to relate personal experiences or fictional stories to a listener. Well-developed narratives include a rich network of mental state language that serves as a pro-social way to communicate one's thoughts, feelings, and desires and as a forum for discussing others' perspectives and expressing empathy, all crucial to positive social interaction. Individuals with DS exhibit limited use of mental state language relative to chronological age and developmental level expectations, which affects the quality of their narratives and ability to interact with peers. Problems in using mental state language may contribute to the difficulties that individuals with DS experience with peer relationships and friendships in adolescence and with gaining meaningful employment in adulthood. Enhancing mental state language use, within a broader intervention designed to promote narrative competence and social communication, is likely to contribute to improved quality of life across the lifespan for individuals with DS. Developing such interventions requires a better understanding of how mental state language use develops in this population and the identification of the factors that shape its development. Accordingly, we propose to (1) investigate the developmental trajectory of mental state language in children with DS relative to various domains of development (i.e., age, nonverbal cognition, and expressive language), and (2) evaluate parent and child predictors of mental state language use in children with DS. These data will provide insight into the constraints on mental state language development in DS and serve as a first step toward identifying the underlying mechanisms that support or inhibit this behavior. Based on models from typical development, maternal use of mental state language and child emotion knowledge (recognizing and labeling emotion expressions and their causes/consequences) will be examined as concurrent predictors of child mental state language in DS. Maternal and child mental state language will be measured during narrations of wordless picture books, a common parent-child interaction context. Child emotion knowledge will be measured through direct assessment of children's abilities to recognize another child's dynamic emotion expressions from facial and contextual cues. After determining the independent contributions of each predictor, we will examine their relative contributions to child mental state language. The data generated by this study will set the stage for future longitudinal and experimental research to firmly establish causal pathways for the development of mental state language use in children with DS. Ultimately, this research will lead to targeted interventions to enhance mental state language use and thereby promote narrative and social-communicative competence in this population.

 描述(申请人提供)：唐氏综合症(DS)是导致智力残疾的主要遗传原因。患有DS的人在表达语言的方方面面都有困难，包括叙事，这是一种口语形式，使说话者能够将个人经历或虚构的故事与听者联系起来。完善的叙事包括丰富的网络 一种心理状态的语言，作为一种亲社会的方式来交流自己的想法、感觉和欲望，并作为讨论他人观点和表达同理心的论坛，所有这些都对积极的社会互动至关重要。与实际年龄和发展水平预期相比，DS患者对心理状态语言的使用有限，这影响了他们的叙述质量和与同龄人互动的能力。使用中存在的问题 精神状态语言可能会导致DS患者经历的困难 青春期的同伴关系和友谊，以及成年后获得有意义的工作。在旨在促进叙事能力和社会交流的更广泛的干预措施中，加强精神状态语言的使用，可能有助于提高DS患者一生的生活质量。制定此类干预措施需要 更好地了解心理状态语言使用在这一人群中的发展情况，并确定影响其发展的因素。因此，我们建议(1)研究DS儿童心理状态语言与不同发展领域(即年龄、非语言认知和表达语言)的发展轨迹。 (2)评估DS儿童心理状态语言使用的父母和儿童预测因子。这些数据将提供对DS心理状态语言发展的制约因素的洞察，并作为识别支持或抑制这一行为的潜在机制的第一步。基于典型发育模型，母亲使用心理状态语言和儿童情绪知识(识别和标记情绪表达及其原因/结果)将作为DS儿童心理状态语言的共同预测因子。母亲和儿童的心理状态语言将在无文字图画书的叙述中进行测量，这是一种常见的亲子互动环境。儿童的情绪知识将通过直接评估儿童从面部和背景线索识别另一个儿童的动态情绪表达的能力来衡量。在确定了每个预测因子的独立贡献后，我们将检验它们对儿童心理状态的相对贡献 语言。这项研究产生的数据将为未来的纵向和实验研究奠定基础，为DS儿童心理状态语言使用的发展奠定坚实的因果路径。最终，这项研究将导致有针对性的干预，以提高心理状态语言的使用，从而促进叙事和社会交际 在这群人中的能力。