Prediction Processes in Children with Developmental Language Disorder

项目总结/摘要 发育性语言障碍（DLD）儿童表现出显著的、持续的语言障碍 相对于具有典型语言发展（英语：typical language development）的儿童的能力，包括句子理解方面的缺陷 单词学习。在典型的样本中，预测（使用语言和非语言信息的能力， 增量预测即将到来的输入）促进语言理解，而预测错误（ 预测和实际输入之间的偏差）支持单词学习。然而，很少有研究表明， DLD患者的预测过程。该研究项目的长期目标是研究，在典型的 和非典型人群，预测的发展轨迹，因为它涉及到语言习得。本 最后，目前的目标是比较预测，预测误差，预测过程中的作用， 使用视觉世界范例中的眼动追踪，在4- 6岁的儿童中进行学习。 中心假设是两组都能有效预测，但DLD儿童的预测效率较低 从预测错误中恢复过来，这将对理解和单词学习产生负面影响。目标1： 确定在预测和修订的时间过程中的差异，在儿童与DLD。预计在 两组都能有效地预测目标词，但DLD儿童从错误中修正的速度比 孩子，这表明降低了处理效率。目的2是确定预测机制的作用 在组与组之间的词汇学习中。预计预测将有利于两组的单词学习， 预测错误对儿童的词汇学习有帮助，但对DLD儿童没有帮助。工作记忆，速度 的处理，干扰控制，和词汇量将被评估为因素驱动组的差异， 预测和单词学习，并期望这些认知能力的个体差异将被 与两组的表现有关。拟议研究的预期成果是 DLD中预测过程的弱点可能导致语言理解问题， 随着时间的推移，建立语言系统的时刻和问题。结果还将揭示 预测和其他对语言发展很重要的领域一般因素。这些成果将奠定 为今后研究针对具体缺陷模式的识别方法和干预措施奠定了基础。 如果资助，该项目将帮助申请人实现她的目标，有一个既定的研究计划 语言知识、语言处理和一般认知领域的发展轨迹 典型的和混乱的语言能力。该项目的具体培训目标是：1）扩展经验 语言障碍的知识，2）获得眼动追踪作为一种新的行为方法的经验，3） 发展先进的统计分析知识，以及4）发展作为研究人员的独立性。研究 和指导经验的赞助商沿着与赞助机构的广泛资源将 为项目的成功和这些目标的完成做出贡献。

PROJECT SUMMARY/ABSTRACT Children with developmental language disorder (DLD) exhibit significant, persistent impairments of language ability relative to children with typical language development (TLD), including deficits in sentence comprehension and word learning. In typical samples, prediction (the ability to use linguistic and nonverbal information to incrementally anticipate upcoming input) facilitates language comprehension, whereas prediction error (the deviation between the predicted and actual input) supports word learning. However, little research exists on prediction processes in individuals with DLD. The long-term goal of the research project is to examine, in typical and atypical populations, the developmental trajectory of prediction as it relates to language acquisition. To this end, the current objective is to compare prediction, prediction errors, and the role of prediction during word learning in 4- to 6-year-old children with TLD and children with DLD using eye tracking in a visual world paradigm. The central hypothesis is that both groups will predict efficiently, but that children with DLD will be less efficient in recovering from prediction errors, which will negatively impact comprehension and word learning. Aim 1 is to identify differences in the time course of prediction and revision in children with TLD and DLD. It is expected that both groups will efficiently predict target words but that children with DLD will revise from error more slowly than TLD children, suggesting reduced processing efficiency. Aim 2 is to ascertain the role of prediction mechanisms in word learning between groups. It is expected that prediction will benefit word learning in both groups whereas prediction error will benefit word learning in children with TLD but not children with DLD. Working memory, speed of processing, interference control, and vocabulary size will be assessed as factors driving group differences in prediction and word learning with the expectation that individual differences in these cognitive abilities will be associated with performance in both groups. The expected outcome of the proposed research is the delineation of weaknesses in prediction processes in DLD that may contribute to problems of language comprehension in the moment and problems in building a language system over time. Results will also reveal relations between prediction and other domain-general factors important to language development. These outcomes will lay the foundation for future research on identification methods and interventions tailored to specific patterns of deficits. If funded, the project will assist the applicant in achieving her goal to have an established program of research on developmental trajectories of language knowledge, language processing, and domain-general cognitive abilities in typical and disordered language. The specific training goals of this project are to 1) extend experience in and knowledge of language disorders, 2) gain experience with eye tracking as a novel behavioral method, 3) develop knowledge of advanced statistical analysis, and 4) develop independence as a researcher. The research and mentoring experience of the sponsor along with the extensive resources of the sponsoring institution will contribute to the success of the project and completion of these goals.