Using Language for Higher Order Thinking in Children with Unilateral Brain Inju

产前或围产期单侧脑损伤儿童早期表现出显著的可塑性 语言技能，但在以后发展更复杂的语言方面似乎有困难。这 限制可能会对孩子的学业成功产生负面影响，这不仅取决于基本的语言技能， 但也取决于使用这些技能将想法彼此联系起来的能力--做出推断，进行比较 和类比，构造层次结构和部分经济结构，征集模式和定义--换句话说， 利用他们的语言技能进行更高层次的思考。更高层次的思维已被确认为 这是儿童成为适应能力、创新能力和学业上成功的思考者的核心。项目II 考察了患有PL的儿童如何从最早的时候就使用连接的话语来表达更高层次的思维 青春期早期的语言发展阶段，与SES匹配的典型语言发展阶段相比 项目一中研究的发展中的儿童项目二还检查了病变特征和 父母在他们的谈话中提供的输入的变化，以说明并引发他们的 儿童，目的是了解生物和输入变化如何与儿童的发展有关 儿童的高阶思维能力和学业成就。通过关注语言的使用方式 对于更高层次的思维和学术成就，我们的研究扩展了已知的可塑性 由于现有的研究主要集中在早期语言和认知的发展上 此外，还不包括关于父母意见的信息。该项目有三个具体目标：(1)研究1 描述了患有PL的儿童从14个月到14个月发展更高层次思维的变化 年作为其病变特征的函数，以及这一发展与典型的 发展中的儿童。(2)研究2描述了学习困难儿童的父母向更高层次提供的输入 在14到58个月大的时候思考，然后在10岁的时候思考，问这种输入是否有连续性 时间，这种输入的数量和性质是否作为儿童皮损特征的函数而不同，以及 它是否不同于项目I中典型发育儿童的父母提供给他们的孩子。(3) 研究3询问儿童皮损的特征和他们从父母那里得到的信息如何结合在一起 预测他们高阶思维的发展和他们的学业成绩，以及是否输入 与TD儿童相比，PL儿童扮演着不同的重要角色。 相关性(请参阅说明)： 在拟议的研究中，我们扩展了关于语言输入在语言发展中的作用的工作 出生前或围产期脑损伤儿童的早期语言功能 使用语言进行更高层次的思考。至关重要的是，我们要确定支持 为了发展而在生理上受到损害的儿童使用语言进行高级思维 帮助他们充分发挥潜力并实现更广泛的社会目标的干预措施 增加人力资本和劳动力多样化。

Children with pre- or perinatal unilateral brain injury (PL) exhibit remarkable plasticity for eariy language skills but appear to have difficulty with later developing, more complex aspects of language. This limitation may negatively impact children's school success, which depends not only on basic linguistic skills, but also on the ability to use these skills to link ideas to one another - to make inferences, draw comparisons and analogies, construct hierarchies and partonomies, enlist schemas and definitions - in other words, to use their language skills to engage in higher order thinking. Higher order thinking has been identified as core to children's ability to become adaptive, innovative and academically successful thinkers. Project II examines how children with PL use connected discourse to express higher order thinking from the eariiest stages of language development through eariy adolescence, compared to the SES-matched typically developing children studied in Project I. Project II also examines variations in lesion characteristics and variations in the input parents provide in their talk to illustrate and elicit higher order thinking from their children, with the goal of understanding how biological and input variations relate to the development of children's higher order thinking skills and their academic achievement. By focusing on how language is used for higher order thinking and on academic achievement our research expands what is known about plasticity in this population since existing research has largely focused on early developing language and cognitive skills and has not included information on parental input. The project has three specific aims: (1) Study 1 describes changes in how children with PL develop higher order thinking from 14 months of age through 14 years as a function of their lesion characteristics, and how this development compares to that of typically developing children. (2) Study 2 describes the input the parents of children with PL provide to higher order thinking from 14 to 58 months of age and later at age 10, asking whether there is continuity in this input over time, whether the amount and nature of this input differs as a function of children's lesion characteristics, and whether it differs from the input parents of typically developing children in Project I offer their children. (3) Study 3 asks how the characteristics of children's lesions and the input they receive from parents combine to predict the development of their higher order thinking and their academic achievement, and whether input plays a differentially important role for children with PL compared to TD children. RELEVANCE (See instructions): In the proposed research, we extend work on the role of language input in the development of eariy language functions in children with pre- or perinatal brain injury to an essential aspect of language- the use of language for higher order thinking. It is critical that we identify the kinds of input that support the use of language for higher order thinking in children who are biologically compromised in order to develop interventions that help them develop to their full potential as well as to achieve the broader societal goals of increasing human capital and diversifying the workforce.