Linguistic, Social, and Cognitive Determinants of Early Word Learning

项目摘要 早期的语言技能，如单词学习，可以预测以后的学校、社交和行为结果。在学习单词的同时 在第二年显著提高，其他社交、认知和语言技能也是如此，导致了关于 支持单词学习的因素，以及为什么它会提高。理解早期的单词理解(哪种 在生产之前)为临床应用带来了希望，在临床应用中，及时诊断和干预至关重要。 这项拟议的工作将早期单词理解与婴儿在第二年的其他提高技能联系在一起。其 总体目标是确定可能使较大的婴儿比较小的婴儿更好地学习单词的具体因素 其一，建立证据基础，以支持未来与这一关键语言方面作斗争的儿童 工作。 目标1是测试点理解是否与强健的单词理解有关。指点允许子级和 照顾者将彼此的注意力吸引到共享的上下文中，就像文字一样。虽然之前的工作链接指向 在语言方面，没有人使用细粒度的发育透镜来完成高敏感性的任务。实验1测试 一种假设，即点理解，即接受性联合注意，先于强健的单词并与之相关 通过每两周测试一次10-16个月的纵向样本来理解这两种技能。目标2是建立 语言技能和强健的单词理解之间的关系的强度。先进的理论基础 语言技能是否以及如何相互支持，实验。2-4个测试3个10-16mo的横截面样本 除了单词理解之外，他们还能够识别单词的发音，以及他们预测单词发音的技能 话语中的词语和声音，当它们展开时。结果将确定强健的单词理解是否 与这些语言技能相关，并因此可能依赖于这些语言技能。目标3是理清成熟度的角色 并通过将新单词的学习与熟悉的单词理解联系起来进行接触。对熟悉单词进行测试的研究 知识在接触和成熟之间有着内在的混淆，因为年龄较大的婴儿听到的更多 语言，对文字处理有影响。生词学习研究依赖于过于简单化的学习 流程。在为期两周的创新图画书曝光中，结合了熟悉的单词知识的测量 在14个月、18个月和22个月，实验5隔离成熟度和曝光率，以构建更具凝聚力的单词理论 理解。拟议中的作品独特的多任务多年龄设计确保了在提供 洞察到底是什么提高了第二年，因为婴儿成为更好的单词学习。 这项工作的圆满完成，将为儿童语言支持工作奠定重要基础 迟缓和缺陷，尤其与自闭症、发育性语言迟缓和听力损失有关。

Project Summary Early language skills like word learning predict later school, social, and behavioral outcomes. While word learning improves dramatically in year 2, so too do other social, cognitive, and linguistic skills, leading to debate about the factors that support word learning, and why it improves. Understanding early word comprehension (which precedes production) holds promise for clinical applications, where timely diagnosis and intervention is critical. The proposed work ties early word comprehension to other improving skills within infants, across year 2. Its overall objective is to establish specific factors that may make older infants better word learners than younger ones, building the evidence base to support children who struggle with this critical facet of language in future work. Aim 1 is to test whether point comprehension is linked to robust word comprehension. Pointing allows child and caretaker to draw each other’s attention to shared context, much as words do. While prior work links pointing and language, none uses a fine-grained developmental lens with high-sensitivity tasks. Exp. 1 tests the hypothesis that point comprehension, i.e. receptive joint attention, precedes and is correlated with robust word comprehension by testing a longitudinal sample of 10-16 mo’s every 2 weeks on both skills. Aim 2 is to establish the strength of the relationship between linguistic skills and robust word comprehension. Advancing theory on whether and how linguistic skills support each other, Exp. 2-4 test 3 cross-sectional samples of 10-16mo’s on word comprehension alongside their ability to recognize how words sound, and their skill at anticipating the words and sounds in utterances as they unfold. Results will establish whether robust word comprehension is correlated with and thus potentially reliant on these linguistic skills. Aim 3 is to disentangle the roles of maturity and exposure by connecting new word learning to familiar word comprehension. Studies testing familiar word knowledge have a built-in confound between exposure and maturation, since older infants have heard more language, with repercussions for word processing. Studies of new word learning rely on overly simplified learning processes. In an innovative 2-week picture book exposure combined with measures of familiar word knowledge in 14, 18, and 22 mo’s, Exp. 5 isolates maturity and exposure to build a more cohesive theory of word comprehension. The proposed work’s unique multi-task multi-age design ensures scientific rigor in providing insight into exactly what improves over year 2, as infants become better word learners. Successfully completed, this work will establish an important foundation for supporting children with language delays and deficits, with particular relevance for ASD, Developmental Language Delay, and hearing loss.