Novel Phonological Sequence Learning in Early Typical and Atypical Development

项目摘要/摘要 患有发育性语言障碍(DLD；又称特殊语言障碍)的儿童主要是 根据语法表现进行诊断。然而，患有DLD的学龄前儿童通常会出现在 出现言语障碍，特别是与新词中音节排序困难有关(例如，Benham et Al.，2018年)。作品的特征是与同一目标相关联的可变声音和音节， 尽管没有明显的发音或言语运动障碍。目前，我们没有一个判断的基础。 这种观察到的语音产生的可变性是否是在建立规则管辖的 语音系统，幼儿沉浸在其中的一种活动，或者它是否与更广泛的 顺序学习缺陷，影响发音和音节的运动和音素组织。 定位于词汇、语音和发音界面，该培训计划的广泛目标是 确定学龄前学习障碍儿童典型和非典型言语产生的特征，并与典型儿童进行比较 发展2岁和4岁的儿童。变异性的群体差异可能揭示出不同的贡献 语音和发音因素对声音学习的影响。我们检验了关于言语本质的两个假说 新词学习中的产出变异性。第一个假设是，儿童的词形可能不同 由于声音和/或动作的顺序有缺陷，导致DLD。如果支持此功能，则患有DLD的儿童 将展示声音和动作组织与典型的2-和4- 一岁的孩子。或者，患有DLD的儿童可能在建立规则管理的音位和 稳定的发音系统，与词汇和语音表征的变化有关(Ingram，1974；Vihman， 1996年)。在这种情况下，患有DLD的儿童的言语产出将很大程度上与典型的2岁儿童的言语产出模式相同。 为了检验这些相互竞争的假说，我们将确定语音复杂性对声音和 词语和非词语的动作顺序。语音复杂性和词汇状态都是已知的 影响生产的可变性。在目标1中，我们使用常规分析来评估语音排序，例如 以及新颖的网络科学方法。在目标2中，我们使用声学和/或 运动学分析。在拟议的项目和培训计划中，我们预计AIMS 1中使用的方法 (音位序列可变性)和2(运动序列可变性)将揭示重要的和潜在的 典型和非典型学习者对语音产生的语音和发音方面的不同影响， 这将对DLD的变异性来源提供重要的见解。关键的是，音素的包含 关节参数在诊断DLD中有可能为早期识别提供一种手段 (因为音系学出现在形态合成之前)、诊断和治疗这一服务不足的群体。

Project Summary/Abstract Children with developmental language disorder (DLD; aka specific language impairment) are primarily diagnosed on the basis of grammatical performance. However, preschoolers with DLD often present with a co- occurring speech deficit, specifically related to difficulty sequencing syllables in novel words (e.g., Benham et al., 2018). Productions are characterized by variable sounds and syllables associated with the same target, despite no overt articulatory or speech motor deficits. Currently, we do not have a basis from which to judge whether this observed speech production variability is a result of a delay in establishing a rule-governed phonological system, an activity in which young toddlers are immersed, or whether it relates more broadly to a deficit in sequential learning affecting the motor and phonological organization of sounds and syllables. Positioned within a lexical, phonological, and articulatory interface, the broad aim of this training plan is to determine features of typical and atypical speech production of preschoolers with DLD as compared to typically developing 2- and 4-year-olds. Group differences in variability may reveal disparate contributions of phonological and articulatory factors to sound learning. We test two hypotheses regarding the nature of speech production variability in novel word learning. The first hypothesis is that word forms may be variable in children with DLD due to deficits in the sequencing of sounds and/or movement. If this is supported, children with DLD will demonstrate qualitative differences in sound and movement organization compared to typical 2- and 4- year-olds. Alternatively, children with DLD may have a delay in establishing a rule-governed phonological and a stable articulatory system, related to shifting lexical and phonological representations (Ingram, 1974; Vihman, 1996). In this case, speech production of children with DLD will largely pattern with that of typical 2-year-olds. To test these competing hypotheses, we will determine the effect of phonological complexity on sound and movement sequencing in words and nonwords. Both phonological complexity and lexical status are known to influence production variability. In Aim 1 we assess phonological sequencing using conventional analyses as well as novel network science methods. In Aim 2 we assess movement sequencing using acoustic and/or kinematic analyses. In the proposed project and training plan, we predict that the methods used in Aims 1 (phonological sequence variability) and 2 (movement sequence variability) will reveal important and potentially divergent effects on phonological and articulatory aspects of speech production in typical and atypical learners, which will provide significant insights into sources of variability in DLD. Critically, the inclusion of phonological and articulatory parameters in the diagnosis of DLD has the potential to provide a means for early identification (since phonology emerges before morphosyntax), diagnosis, and treatment for this underserved population.