The Development of Real Time Spoken and Written Word Recognition: Cognitive Bases of Language and Educational Outcomes

项目总结 语言和阅读障碍影响着16%-20%的美国儿童，并且是稳定的，一直持续到 青春期和成年期。甚至在语音处理和口语等低水平技能方面也存在缺陷 认知一直持续到成年期，一半的中学阅读困难的读者在解码方面表现出缺陷 和手写单词识别。这项建议考察了口语和书面语识别的发展 在童年后期。虽然在这个年龄段，单词是一种低级的语言技能，但它们是语言的核心， 将音位、正字法和词义联系起来。在认知层面上，单词识别被视为一种竞争 进程。当听到(或读取)输入(例如，向导)时，人们认为有多个部分匹配的单词 (口哨，蜥蜴)，它们随着时间的推移而竞争。先前的工作在儿童中使用了一种范式来评估这一点 听众在监测眼球运动的同时，将文字与图片进行匹配。当听众开始听到他们的一个词时 人们的目光会在候选人之间移动。这些凝视揭示了对替代词语的瞬间考虑 在毫秒内跟踪竞争的动态。我们将其应用于儿童，表明竞争是 在9到16年间更自动地解决。患有语言障碍的青少年表现出 不同的模式：它们同样是自动的，但在处理结束时并没有完全解决竞争。 这项研究记录了实时处理的发展，但还不清楚是如何发展的。在年龄较大的儿童中，这是 可能是由于多种原因，如词汇增长，语音系统的组织，发音 阅读指导和执行功能的变化。这个项目研究的是发育和紊乱。 词汇加工过程中的自动化程度和竞争解析度。它检查了两个人的口语 和书面文字处理，以解开语言和阅读之间的关系，并确定结果 (好的和差的)与实时处理的差异有关。第一个目标是确定认知和 形成实时单词识别的发展因素，以及这对语言和 阅读结果。我们对400名儿童(正常儿童和受损儿童)进行了加速纵向研究 在7到12岁之间，将单词识别的眼球跟踪措施与语音处理测试相结合， 阅读、词汇和执行功能。第二个目标是使用横断面实验室研究来 检查学习和相关过程的实时处理的差异的后果，如 语义处理(意义)或正字法解码(将声音映射到印刷体)。第三个目标是使用 了解实时词汇处理中的可塑性的实验室培训程序；这可能为 针对词汇处理的潜在干预。最后，第四个目标是开发计算模型 正常和无序的词汇加工，以加深对语言机制的理解 加工是随着发展而变化的，或者在混乱的语言使用者中有所不同。

PROJECT SUMMARY Language and reading impairments affect 16%-20% of US children, and are stable, persisting through adolescence and adulthood. Deficits in even low level skills like phonological processing and spoken word recognition persist through adulthood, and half of middle-school struggling readers show deficits in decoding and written word recognition. This proposal examines the development of spoken and written word recognition during late childhood. While words are a low-level language skill at these ages, they are central to language, linking phonology, orthography, and meaning. At a cognitive level, word recognition is seen as a competition process. As the input (e.g., wizard) is heard (or read) people consider multiple partially matching words (whistle, lizard) which compete over time. Prior work assessed this in children using a paradigm in which listeners match words to pictures while eye-movements are monitored. As listeners begin to hear a word their eyes move between candidates. These fixations reveal momentary consideration of alternative words and trace the dynamics of competition over milliseconds. We applied this to children, showing that competition is resolved more automatically between 9 and 16 years. Adolescents with language impairment showed a different pattern: they were similarly automatic, but did not fully resolve competition by the end of processing. This research documents that real-time processing develops, but it is unclear how. In older children, it is likely due to multiple causes such as vocabulary growth, the organization of phonological systems, the onset of reading instruction, and changes in executive function. This project examines the development and disorders in the automaticity and degree of competition resolution during lexical processing. It examines both spoken and written word processing to unpack the relationship between language and reading, and identify outcomes (good and poor) linked to differences in real-time processing. The first aim is to determine the cognitive and developmental factors that shape real-time word recognition, and the consequences of this for language and reading outcomes. We conduct an accelerated longitudinal study of 400 children (normal and impaired) between 7 and 12 combining eye-tracking measures of word recognition with tests of phonological processing, reading, vocabulary, and executive function. The second aim uses cross-sectional laboratory studies to examine the consequences of differences in real-time processing for learning and for related processes like semantic processing (meaning) or orthographic decoding (mapping sound to print). The third aim uses laboratory training procedures to understand plasticity in real-time lexical processing; this may pave the way for potential interventions targeting lexical processing. Finally, the fourth aim develops computational models of normal and disordered lexical processing to attain a deeper understanding of what mechanisms of language processing are changing with development or differ in disordered language users.