Statistical Learning in Language Acquisition

描述（由申请人提供）：第一语言习得是人类规范发展的标志。大量的研究表明，语言学习是通过跟踪语言输入中的统计信息的能力来促进的。本项目期间的研究清楚地表明，婴儿是强大的统计学习者。然而，这些能力的相关性，在婴儿的语言环境中提出的学习问题仍然知之甚少。本申请中提出的研究将测试有关婴儿统计语言学习的特定假设，重点是婴儿如何利用统计信息。具体目标一是确定婴儿可以使用给定的自然语言输入的表面统计。具体目标二是确定真实的语音中声音序列的统计特性如何影响单词学习。具体目的三是确定婴儿在线语言加工是否受到统计信息的影响。在这个竞争性的延续申请中提出的研究结果将通过扩大我们对规范发展背后的学习机制的理解来促进积极的发展成果。在统计学习方面不太容易的人可能有患发育性语言障碍的风险。随后的研究将使用这些研究的结果来激励调查，包括有非典型语言发展风险的幼儿人群。 公共卫生相关性：这些研究重点关注典型的语言发展，为测试有关积极语言习得结果背后机制的有针对性的假设提供了机会。研究结果将为后续的儿童非典型语言发展风险研究提供信息，这是一个主要的公共卫生问题。我们目前正在与一些相关人群合作，他们是基于本申请中提出的实验的未来研究的潜在目标，包括患有特定语言障碍的儿童（与圣地亚哥州立大学的朱莉娅·埃文斯博士合作），（与威斯康星大学麦迪逊分校的露丝·利托夫斯基博士和北方伊利诺伊大学的蒂娜·格里科-卡鲁布博士合作），（与苏珊埃利斯韦斯默博士，威斯康星大学麦迪逊分校），生活在贫困中的儿童（与博士简爱德华兹和朱莉华盛顿，威斯康星大学麦迪逊分校），幼儿与威廉姆斯综合征（与博士卡罗琳梅维斯和卡拉卡申，美国。的Lousiville），和脑瘫儿童（与博士凯蒂Hustad，威斯康星大学麦迪逊分校）。

DESCRIPTION (provided by applicant): First language acquisition is a hallmark of normative human development. A substantial body of research suggests that language learning is facilitated by the ability to track statistical regularities in linguistic input. Research during the current project period clearly demonstrates that infants are powerful statistical learners. However, the relevance of these abilities to the learning problems presented in infants' linguistic environments remains poorly understood. The research proposed in this application will test specific hypotheses concerning infant statistical language learning, focusing on how infants make use of statistical information. Specific Aim One is to determine which surface statistics infants can use given natural language input. Specific Aim Two is to determine how the statistics of sound sequences in real speech influence word learning. Specific Aim Three is to determine whether infants' on-line language processing is affected by statistical information. The results of the research proposed in this competing continuation application will promote positive developmental outcomes by expanding our understanding of the learning mechanisms underlying normative development. Individuals who are less facile at statistical learning may be at risk for developmental language disorders. Subsequent research will use the outcome of these studies to motivate investigations including populations of young children at risk for atypical language development. PUBLIC HEALTH RELEVANCE: These studies, which are focused on typical language development, provide an opportunity to test targeted hypotheses concerning the mechanisms underlying positive language acquisition outcomes. The results will inform subsequent studies of children at risk for atypical language development, a major public health concern. We are currently working with a number of relevant populations who are potential targets of future studies based on the experiments proposed in this application, including children with Specific Language Impairment (with Dr. Julia Evans, San Diego State University), deaf toddlers who use cochlear implants (with Dr. Ruth Litovsky, UW-Madison and Dr. Tina Grieco-Calub, Northern Illinois University), toddlers who are late-talkers (with Dr. Susan Ellis-Weismer, UW-Madison), children living in poverty (with Drs. Jan Edwards and Julie Washington, UW-Madison), toddlers with Williams Syndrome (with Drs. Carolyn Mervis and Cara Cashon, U. of Lousiville), and children with Cerebral Palsy (with Dr. Katie Hustad, UW-Madison).