Improving the retention of speech-perceptual learning in adults with and without language disorder

项目总结 发育性语言障碍描述的是发生在儿童身上的特发性语言障碍(S 约占总人口的7%。尽管在成年期对DLD的研究还不够深入，但很明显 DLD的沟通障碍超出了青春期。教育和职业方面的障碍 成年DLD患者的成就包括学习和记忆方面的持续性困难。最近的研究表明 这些学习和记忆方面的困难包括夜间记忆巩固方面的缺陷。因此，一个 对患有DLD的成年人的学习和记忆功能的有效支持必须包括针对两者的策略 克服学习中的最初挑战，以及缓解巩固所学知识方面的不足 信息。在这个项目中，我们结合了学习和记忆的神经生物学，时间生物学， 和言语知觉，以确定知觉记忆保持的最佳训练方案 患有和不患有DLD的成年人。我们在这个项目中有两个目标：第一，我们将招聘240名成年人(120人/120人 没有DLD)参加六种不同训练中的一种的言语感知训练 日程安排超过24小时。我们预测，我们对训练时间表的操纵将与昼夜节律相互作用。 相对于隔夜整合的偏好和时机，这样我们就可以发现最佳实践 患有和不患有DLD的成人学习者的语音保持表。我们专注于语音--声音 信息将使我们能够跟踪学习和记忆相对独立于 此外，言语感知也是DLD患者的一个已知困难。在……下面 我们的第二个目标是，我们将再招募300名成年人(150名有/150名没有DLD)，以确定如何 最佳训练计划与反身性和反思性学习策略的交互作用 DLD。我们将通过跟踪参与研究的成年人学习和保持的时间进程来实现这一目标 六种训练计划中的反身性和反思性分类训练。这将为我们提供 对语音域以外的学习目标的最佳训练计划的概括性见解。这个 从这项工作中获得的知识将有助于成人学习和记忆的基础科学 带和不带DLD。此外，影响言语成功保持的因素有很多 对其他发育障碍的干预实践的启示，其中言语表征是 牵连(言语发音障碍、阅读障碍)。

PROJECT SUMMARY Developmental language disorder (DLD) describes the idiopathic disorder(s) of language that occurs in approximately 7% of the population. Although DLD is understudied in adulthood, it is clear that the communication challenges in DLD extend beyond adolescence. The barriers to educational and vocational achievement for adults with DLD include persistent difficulties in learning and memory. Recent work suggests that these difficulties with learning and memory include deficits in overnight memory consolidation. Thus, an effective support for learning and memory function in adults with DLD must include strategies for both overcoming initial challenges in learning, as well as in mitigating a deficit in consolidation of learned information. In this project, we combine insights from the neurobiology of learning and memory, chronobiology, and speech perception, to determine the optimal training schedule for perceptual memory retention in adults with and without DLD. We have two Aims in this project: First, we will recruit 240 adults (120 with/120 without DLD) to participate in a speech-perceptual training to take place in one of six different training schedules over 24 hours. We predict that our manipulation of training schedules will interact with circadian preference and timing relative to overnight consolidation, such that we may discover the optimal practice schedule for speech sound retention for adult learners with & without DLD. Our focus on speech-sound information will allow us to track the learning and memory of linguistic form that is relatively independent from preexisting knowledge; moreover, speech perception is also a known difficulty for individuals with DLD. Under our second aim, we will recruit an additional 300 adults (150 with/150 without DLD) in order to determine how optimal training schedules interact with reflexive and reflective learning strategies in adults with and without DLD. We will achieve this aim by tracking the time course of learning and retention in adults participating in reflexive and reflective categorization training in one of six training schedules. This will provide us with generalizable insights into optimal training schedules for learning targets beyond the speech domain. The knowledge to be gained from this work will contribute to the basic science of learning and memory in adults with and without DLD. In addition, the factors that influence the successful retention of speech have substantial implications for intervention practices for other developmental disorders in which speech representations are implicated (speech sound disorder, dyslexia).