Examinations of skilled and impaired spoken and written comprehension processes

本P01的前几个周期的研究集中在音系学在单词水平阅读中的作用， 言语感知、言语产生以及这些系统之间的关系。项目IV寻求 通过观察认知和神经生物学过程来扩展这项工作 口语和书面语理解的个体差异。有相当多的孩子有 理解方面的实质性问题，尽管有足够的词级解码能力和亚词法 语音加工(Nation，2005)。如果解码和子词级语音处理不是 瓶颈病导致理解能力差，必须由其他机制负责。我们建议 理解能力的薄弱是由于语言的特殊偏向于相关的亚技能，如语义和 句法处理，这些技能的个体差异在很大程度上将是印刷和 口语。我们的理论方法受到词汇质量假说LQH(Perfetti，2005)的启发。 它假定穷人指定的单词在任何层面上(拼写、音素、语义)都将代表 导致糟糕的词汇质量(在口语和书面领域)：根据LQH，我们建议糟糕 由未指定的语义关系产生的词汇质量是主要的词汇水平约束 理解力。此外，我们还提出，这可以扩展到相关的语义和句法知识 (理解文本中的单词和概念是如何关联的)，并且这种技能是 词汇和句子/语篇水平的技能。项目IV的总体目标是(在普通高中中 学生)：a)确定支持成功的共同和不同的神经系统和行为倾向 视觉和口语领域的理解，b)调查词级语义的各个方面 口语和书面语领域，以及词级知识的质量如何影响能力 将单词组合成更大的短语或句子级别的成分，并c)检查学习和 对整体理解能力的可塑性和d)研究语音加工的领域 以前在理解技能方面的探索不足：也就是韵律。 相关性(请参阅说明)： 这项计划与理解口语和书面语言能力的发展有关 这对成功的学业和生活成果至关重要。通过检查潜在的认知和神经 高中生口语和印刷体理解问题的基础(无问题 在单词阅读或语音处理中)。项目IV对

Research from previous cycles of this P01 has focused on the role of phonology in word level reading, speech perception, speech production and the relaflonship between each of these systems. Project IV seeks to extend upon this work by looking at the cognitive and neurobiological processes that contribute to individual differences in comprehension of spoken and written language. A signiflcant number children have substanflal problems with comprehension, despite adequate word level decoding ability and sub- lexical phonological processing (Nation, 2005). If decoding and subword-level phonological processing are not the botfleneck leading to poor comprehension ability, other mechanisms must be responsible. We propose that weakness in comprehension is due to language speciflc deflcits in relevant sub-skills such as semanflc and syntactic processing, and that individual differences in these skills will be largely common to both printed and spoken language. Our theoretical approach is informed by the lexical quality hypothesis, LQH (Perfetti, 2005) which posits that pooriy specifled word representaflons at any level (orthography, phonology, semanflcs) will lead to poor lexical quality (in both spoken and written domains): in line with the LQH we propose that poor lexical quality that results from underspecifled semantic relationships is the primary lexical level constraint on comprehension skill. Moreover, we propose that this extends to relaflonal semantic and syntactic knowledge (understanding how words and concepts within a text are related) and that this skill is the bridge between lexical and sentence/discourse level skill. The broad goals of Project IV are to (in a populaflon of high school students): a) identify the common and disflnct neural systems and behavioral proflles that support successful comprehension in the visual and spoken domains, b) investigate aspects of word level semanflcs across both the spoken and written domains and how the quality of this word-level knowledge impacts the ability to compose words into larger phrasal or sentence-level constituents and c) examine the role of learning and plasflcity to overall comprehension ability and d) investigate areas of phonological processing which have previously been under explored in relation to comprehension skill: namely, prosody. RELEVANCE (See instructions): This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. By examining the underlying cogniflve and neural bases of both spoken and printed comprehension problems in high school aged children (without problems in word reading or phonological processing). Project IV contributes signiflcanfly to the