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，这反过来又有助于获得新的单词。目前尚不清楚的是，在获得声音系统方面延迟的儿童是否能够利用这些相同的声音来支持单词学习。这个研究项目的目标是了解语音延迟的儿童是如何学习新单词的。四项研究提出了检查的影响，声音为基础的语音延迟的儿童单词学习，并确定诊断措施，是敏感的能力，使用声音为基础的语音学习新的单词。从拟议的研究中出现的结果将提供证据的类型的处理和表征的基础上的文字学习在临床人群的儿童。重要的是，拟议的研究项目的具体目标的补充和扩展Pl的现有K23奖，心理词汇在语言习得（DC04781）。现有的K23奖专注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人群，即语音延迟儿童。

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.