Dissociating verbal mediation and executive function in children with developmental language disorder

项目总结 发展性语言障碍(DLD)是一种非常普遍的口语使用和理解障碍 以及导致学业成绩不佳和社会情绪低落的书面语言。研究 认为执行功能，一套负责控制和监测认知资源的技能，是 在患有DLD的儿童中也存在损害。然而，执行功能任务的执行往往是由言语促进的 调解，或通过内部自言自语使用语言来指导行为。有证据表明口头上 调解仅限于患有DLD的儿童，很难区分执行功能是否表现不佳 任务是由于言语调解无效，或执行功能薄弱，或两者兼而有之。同现现象的存在 赤字会模糊评估结果，并导致实施无效的干预措施。长的- 这项工作的长期目标是通过解决关键的DLD儿童评估和干预 对语言和执行功能技能之间关系的认识存在差距。这个项目的目标是 是分离言语调解和执行功能对学龄儿童转换任务的影响 与DLD和典型发展(TD)。转换是在操作或心理状态之间切换的能力， 它对于在学术环境中规划和解决问题至关重要。目标1将检查以下方面的效果 使用转换成本的行为测量对转换的任务绩效进行口头调解，或减缓 在允许或不允许使用口头调解的情况下，在转换提示后作出反应。我们假设 当口头调解被阻止时，TD儿童的转换成本将增加，并保持不变或 对于患有DLD的儿童，减少。这种模式表明，无效的口头调解正在导致 DLD儿童的转换任务表现较差。目标2将隔离执行功能对换班的影响 基于时间敏感事件相关电位的任务绩效研究 从头皮记录的脑电(EEG)。该项目将利用一个经过充分研究的ERP标记 移位检测，提示-P3。我们预测，患有DLD的儿童将表现出执行力的增强 当需要换挡时，反映在同样大的大脑反应(即，大幅度的线索-P3)中的系统 当它不是的时候。这种模式与之前在执行力较弱的个体中的发现是一致的 控制系统。拟议的项目将为PI提供使用脑电方法、分析ERP的培训 数据，建立一条富有成效和独立的研究路线，并提高资历和领导力 技能。拟议的研究和培训活动将在特殊的科学环境中进行， 一支成就卓著的指导团队。拟议工作的发现将对临床产生积极影响 通过鼓励对口头调解如何影响常用测试进行系统评估来进行评估 执行职能。这项研究的结果也将影响未来针对言语干预的研究 针对DLD儿童和执行功能障碍的调解策略。

PROJECT SUMMARY Developmental language disorder (DLD) is a highly prevalent impairment in the use and understanding of spoken and written language that contributes to poor academic outcomes and social-emotional distress. Research suggests that executive function, a set of skills responsible for controlling and monitoring cognitive resources, is also impaired in children with DLD. However, executive function task performance is often facilitated by verbal mediation, or the use of language through internal self-talk to guide behavior. Given evidence that verbal mediation is limited in children with DLD, it is difficult to discern whether poor performance on executive function tasks is due to ineffective verbal mediation, weak executive function, or both. The presence of co-occurring deficits can obscure assessment results and lead to the implementation of ineffective interventions. The long- term goal of this work is to improve assessment and intervention for children with DLD by addressing the critical gap in knowledge about the relations between language and executive function skills. The objective of this project is to dissociate the effects of verbal mediation and executive function on a shifting task in school-aged children with DLD and typical development (TD). Shifting is the ability to alternate between operations or mental sets, and it is critical for planning and problem solving in an academic environment. Aim #1 will examine the effect of verbal mediation on shifting task performance using behavioral measures of switch cost, or the slowing of response following a shift cue, under conditions that allow or prevent the use of verbal mediation. We hypothesize that when verbal mediation is prevented, switch costs will increase for children with TD and stay the same or decrease for children with DLD. This pattern would indicate that ineffective verbal mediation is contributing to poor shifting task performance in children with DLD. Aim #2 will isolate the effect of executive function on shifting task performance using temporally sensitive event-related potentials (ERPs) extracted from electroencephalography (EEG) recorded from the scalp. The project will capitalize on a well-studied ERP marker of shift detection, the cue-P3. We predict that children with DLD will show increased activation of the executive system reflected in an equally large brain response (i.e., large amplitude of the cue-P3) when shifting is needed and when it is not. This pattern would be consistent with previous findings in individuals with a weak executive control system. The proposed project will provide the PI with training in using EEG methodology, analyzing ERP data, establishing a productive and independent line of research, and improving grantsmanship and leadership skills. The proposed research and training activities will take place in an exceptional scientific environment with a highly accomplished mentorship team. Findings from the proposed work will have a positive impact on clinical assessment by encouraging systematic appraisal of how verbal mediation affects commonly used tests of executive function. The outcomes of this study will also impact future research on interventions targeting verbal mediation strategies for children with DLD and executive function challenges.