The Mental Lexicon of Children with Phonological Delays

描述(由申请人提供)：最近的证据表明，学龄前儿童学习基于语音的语言规则，这反过来又促进了新词的习得。目前还不太清楚的是，学习发音系统迟缓的儿童是否能够利用这些规律来支持单词学习。这项研究项目的目的是了解语音发育迟缓的儿童是如何学习新单词的。四项研究旨在考察语音规则对语音延迟儿童单词学习的影响，并找出对使用语音规则学习新单词的能力敏感的诊断措施。这项拟议的研究结果将为儿童临床人群词汇学习的加工和表征类型提供证据。重要的是，拟议研究项目的具体目标补充和扩展了语言习得中的心理词汇奖(DC04781)。现有的K23奖侧重于典型发育儿童的单词学习和表征，而拟议的研究将这项工作扩展到临床儿童群体，即语音发育迟缓的儿童。

DESCRIPTION (provided by applicant): Recent evidence suggests that preschool children learn the sound based regularities of the language and that this, in turn, facilitates acquisition of novel words. What remains less clear is whether children who are delayed in acquiring the sound system are able to capitalize on these same regularities to support word learning. The goal of this research project is to understand how children with phonological delays learn new words. Four studies are proposed to examine the influence of sound based regularities on word learning by children with phonological delays and to identify diagnostic measures that are sensitive to the ability to use sound based regularities to learn new words. The findings to emerge from the proposed research will provide evidence of the types of processing and representations that underlie word learning in clinical populations of children. Importantly, the specific aims of the proposed research project complement and extend those of the Pl's existing K23 award, The Mental Lexicon in Language Acquisition (DC04781). The existing K23 award focuses on word learning and representations in typically developing children, whereas the proposed research extends this work to a clinical population of children, namely children with phonological delays.