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Phonetic learning in adults with and without language impairment

有或没有语言障碍的成年人的语音学习

基本信息

批准号：
9057865
负责人：
Frances Sayako Earle
金额：
$ 0.23万
依托单位：
UNIVERSITY OF CONNECTICUT STORRS
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-07-01 至 2016-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9057865
关键词：
Accounting Acoustics Adult Affect Age Area Auditory Auditory Perception Base of the Brain Behavior Categories Cereals Child Dental Development Diagnosis Discrimination Electrophysiology (science)Ensure Etiology Failure Future Goals Hour Impairment Individual Individual Differences Interdisciplinary Study Intervention Investigation Knowledge Language Language Development Language Development Disorders Language Disorders Lead Learning Learning Disabilities Learning Disorders Linguistics Literature Measures Mediating Memory Memory impairment Neurobiology Noise Participant Performance Phase Phonetics Play Population Problem behavior Process Protocols documentation Reading Disabilities Recording of previous events Reporting Research Resources Risk Role Short-Term Memory Signal Transduction Sleep Speech Speech Perception Speech Sound Staging Structure Symptoms System Task Performances Testing Time Training Translational Research Work behavior measurement implicit memory improved interest language impairment language processing memory consolidation memory encoding novel peer phonology prevent public health relevance relating to nervous system remediation research study skills sound specific language impairment speech processing theories

项目摘要

DESCRIPTION (provided by applicant): Despite decades of debate devoted to the etiology of Specific Language Impairment, the origin of deficit has yet to be identified. Hallmark symptoms include the relative difficulty to acquire grammatical morphemes of low perceptual salience (Leonard, 2014), poor verbal working memory (Ellis-Weismer, 1996), slowed language processing (Friedrich, Weber, & Friederici, 2004), and difficulty identifying speech in noise (Ziegler et al., 2005). Joanisse and Sciedenberg (1998) hypothesize that instability in phonological representations lead to poor verbal working memory, cascading to the impairment in the acquisition of grammar. While this framework accounts for speech processing/perceptual deficits, the origins of phonological deficit remain in debate. Some argue that poor representational quality arises from differences in low-level auditory processing (McArthur & Bishop 2001, Wright et al. 1997), while others (e.g. Ullman & Pierpont, 2005) propose a domain-general implicit learning deficit. A deficit in implicit learning better accounts for the differencs observed in performance measures outside the auditory/linguistic domain (e.g. Lum, Conti-Ramsden, Morgan, & Ullman, 2014); however, how a deficit in implicit learning relates to building phonological representations is not yet clear. Our lab has developed an experimental protocol that examines the time course of encoding of new (nonnative) speech sounds following perceptual training in typical adults (Earle & Myers, in press, submitted). We have argued that post-training sleep plays an important role in building new phonetic categories (see Earle & Myers, 2014, for review); thus, our interest has been not only in the initial phase of acquiring phonetic information, but in how that information is encoded during the initial 24 hours following training. In the current proposal, we extend our work on phonetic learning to individuals with language impairment in order to contribute a memory account of the phonological deficit. We will assess participants' ability to perceive a nonnative contrast before training, immediately aftr training, and after a period of sleep. We will further obtain a rudimentary measure of sleep to determine if individual differences in sleep duration affect post-sleep performance relative to immediate posttest. We also intend to gather electrophysiological measures of sensitivity to the trained sounds, to ensure that differences observed between groups are not dependent on metalinguistic task performance. The proposed research will advance our knowledge of how memory encoding processes contribute to speech sound learning, and further inform the mechanism of breakdown in encoding phonetic features in individuals with language impairment. This account may direct further research into the neurobiological underpinnings of the memory deficits in SLI, with the eventual goal of identifying an appropriate remediation/intervention. The studies outlined in our project aims therefore point to potential contributions to three areas of research: speech perception, memory consolidation, and Specific Language Impairment.

描述（由申请人提供）：尽管针对特定语言障碍的病因学进行了数十年的争论，但缺陷的根源尚未确定。标志性症状包括获取低知觉显着性的语法语素相对困难（Leonard，2014）、言语工作记忆差（Ellis-Weismer，1996）、语言处理缓慢（Friedrich、Weber 和 Friederici，2004）以及在噪声中识别语音困难（Ziegler 等，2005）。 Joanisse 和 Sciedenberg (1998) 假设语音表征的不稳定会导致言语工作记忆不佳，进而导致语法习得的障碍。虽然这个框架解释了语音处理/感知缺陷，但语音缺陷的起源仍然存在争议。一些人认为，表征质量差是由低级听觉处理的差异引起的（McArthur & Bishop 2001，Wright et al. 1997），而其他人（例如 Ullman & Pierpont，2005）则提出了领域通用的内隐学习缺陷。内隐学习的缺陷更好地解释了在听觉/语言领域之外的表现测量中观察到的差异（例如 Lum、Conti-Ramsden、Morgan 和 Ullman，2014）；然而，内隐学习的缺陷与构建语音表征之间的关系尚不清楚。我们的实验室开发了一种实验方案，用于检查典型成年人接受感知训练后新的（非母语）语音编码的时间过程（Earle & Myers，已提交）。我们认为，训练后睡眠在建立新的语音类别中发挥着重要作用（参见 Earle & Myers，2014，综述）；因此，我们的兴趣不仅在于获取语音信息的初始阶段，还在于如何在训练后的最初 24 小时内对这些信息进行编码。在当前的提案中，我们将语音学习的工作扩展到有语言障碍的个体，以贡献语音缺陷的记忆记录。我们将评估参与者在训练前、训练后以及睡眠一段时间后感知非本地对比的能力。我们将进一步获得基本的睡眠测量，以确定睡眠持续时间的个体差异是否会影响相对于立即测试后的睡眠后表现。我们还打算收集对训练声音的敏感性的电生理学测量，以确保组间观察到的差异不依赖于元语言任务表现。这项研究将增进我们对记忆编码过程如何促进语音学习的了解，并进一步了解语言障碍个体语音特征编码的崩溃机制。这一解释可能会指导对 SLI 记忆缺陷的神经生物学基础的进一步研究，最终目标是确定适当的补救/干预措施。因此，我们项目目标中概述的研究指出了对三个研究领域的潜在贡献：言语感知、记忆巩固和特定语言障碍。