Behavioral and neural mechanisms of active word learning in child-caregiver interactions

项目摘要 照顾者和儿童的双向互动是早期单词学习的核心，并为后来的语言设定了轨迹 发展1.过去的研究通常只关注父母在决定早期单词质量方面的作用 学习体验，导致以家长为重点的干预措施，旨在改善早期语言体验3，4。 然而，这些方法往往忽视了儿童是积极的、好奇的信息寻求者，他们做出了贡献 在很大程度上有助于构建自己的学习环境5.理解行为和神经 儿童早期学习课程如何在二元照顾者中相互协商的机制 互动可能是预测和减少长期语言结果差异的关键。 这项计划中的研究的目标是了解照顾者脚手架和儿童的能动性 相互寻求信息有助于有效的单词学习课程。这一目标的核心将是 评估不同社会经济地位(SES)家庭中的照顾者与儿童之间的互动。 我们将量化儿童和照顾者之间学习事件动态谈判的变异性，使用 多种方法，包括新的大脑-行为耦合方法和自然观察，以便 追溯学习结果的个体差异和单词学习差异的早期来源。在目标1中，我们 开发一个实验范式来测试我们的假设，即当照顾者 孩子们共同塑造学习输入。在目标2中，跟随普林斯顿婴儿的技术进步 实验中，我们研究了成功的学习输入并元结构背后的神经机制 在词汇学习过程中使用功能性近距离脑刺激测量照顾者和儿童之间的双脑耦合 红外光谱(FNIRS)。在目标3中，我们量化了儿童协调信息结构的模式 和照顾者之间的自然相互作用，以了解因果机制的生态有效性 在目标1和目标2中进行了测试。总之，这项研究将提供对行为和神经机制的洞察 在儿童保育员学习活动中促进有效的单词学习课程，最终目标是 改善整个社会经济体系的单词学习和语言发展。 通过这些目标，申请者将获得双脑神经科学技术的培训，拓宽他的 接受语言和认知发展方面的理论培训，并获得与不同领域的人合作的经验 人口和背景，包括广泛的SES光谱。赞助商凯西·卢·威廉姆斯博士 有在所有这些培训领域提供指导的丰富经验。联合发起人乌里·哈森博士是 研究二元相互作用中的神经耦合的专家。普林斯顿独特的培训环境 大学提供成功完成拟议工作所需的资源，以及其他 提供辅导和职业发展的机会。总而言之，这个项目将为申请者提供 培训将支持他成为研究型大学终身教授的职业目标。

Project Summary Caregiver-child dyadic interactions are central to early word learning and set the trajectory for later language development1,2. Past research typically focuses solely on parents’ role in determining the quality of early word learning experiences, leading to parent-focused interventions aimed at improving early language experiences3,4. However, these approaches often neglect that children are active, curious information-seekers who contribute substantially to structuring their own learning environment5,6. Understanding the behavioral and neural mechanisms of how children’s early learning curriculum is mutually negotiated in dyadic child-caregiver interactions may be key to predicting and reducing disparities in long-term language outcomes. The goal of the planned research is to understand how both caregiver scaffolding and children’s active information-seeking mutually contribute to effective word learning curricula. Central to this goal will be the evaluation of caregiver-child interactions in families spanning the full spectrum of socioeconomic status (SES). We will quantify variability in the dynamic negotiation of learning events between children and caregivers using multiple methods, including novel brain-to-behavior coupling methods and naturalistic observation, in order to trace early sources of individual differences in learning outcomes and word learning disparities. In Aim 1, we develop an experimental paradigm to test our hypothesis that word learning is most successful when caregivers and children jointly shape the learning input. In Aim 2, following technological advances in the Princeton Baby Lab, we investigate the neural mechanisms underlying successful dyadic structuring of the learning input by measuring dual-brain coupling between caregivers and children during word learning with functional near- infrared spectroscopy (fNIRS). In Aim 3, we quantify patterns of coordinated information structuring by children and caregivers during natural interactions in order to understand the ecological validity of the causal mechanisms tested in Aims 1 and 2. Together, this research will provide insight into behavioral and neural mechanisms that promote effective word learning curricula in dyadic child-caregiver learning events, with the ultimate goal of improving word learning and language development across the SES spectrum. Through these aims, the applicant will gain training in dual-brain neuroscientific techniques, broaden his theoretical training in language and cognitive development, and gain experience working with diverse populations and backgrounds, including across a wide SES spectrum. The sponsor, Dr. Casey Lew-Williams, has extensive experience providing mentorship in all of these training areas. The co-sponsor, Dr. Uri Hasson, is an expert in the study of neural coupling in dyadic interactions. The unique training environment at Princeton University provides the resources necessary to successfully complete the proposed work, as well as additional opportunities for mentorship and professional development. In sum, this project will provide the applicant with training that will support his career goal of becoming a tenure-track professor at a research university.