Audiovisual processing in children with developmental language disorder

项目摘要-发育性语言障碍的视听处理 新出现的发展研究表明，视觉语音线索有助于获得 语言的重要组成部分，如音素和单词，并塑造了两者的发展 言语产生和言语感知。因为视觉语音提示会影响多个方面 典型的语言习得，以及更广泛的言语感知，我们问的是，语言障碍是否存在于 视觉发音动作的处理和/或将这些动作与 同时听觉语言可能是发育不良儿童观察到的一些缺陷的基础 语言障碍(DLD)。 DLD的特点是在没有容易辨认的语言的情况下很难获得语言 原因，如听力障碍，坦率的神经障碍，或低非语言智力。它会影响 在美国，大约有7%的学龄前儿童患有这种疾病，通常是终生疾病。早期研究 提示DLD患者至少在某些方面的视听处理能力受损，但其原因仍然存在 未知。 在这个项目中，我们建议检查患有DLD的儿童及其典型发育(TD)。 同级是一套对正常视听处理必不可少的机制。这些机制包括 结果如下：(1)听觉和视觉通道对事件间时间关系的敏感性； (2)与言语有关的视觉特征的感觉编码，即形状和运动；(3)分配 注意复杂视觉对象的特征；以及(4)听觉/发音知识 语音的对应关系。在相同的儿童群体中研究这些机制 DLD和TD将提供关于视听障碍的异质性/同质性的信息 DLD和损伤对视听语言使用的影响只有一种机制与几种机制。我们 将行为测量与事件相关电位和脑电数据分析相结合，以描绘神经的本质 每个机制都参与的进程。 了解DLD视听加工困难的原因具有重要的临床意义 这意味着什么。视听融合通常有助于某些语言技能的学习，这些技能在 DLD，如语音和词汇加工以及噪声中的语音感知。因此，识别 防止DLD儿童和他们的TD同龄人一样使用视觉语音提示的机制 而对他们进行康复可能会潜在地提高这些语言技能。另外， 典型儿童与非典型儿童视听整合的神经过程比较 语言能力为神经网络连接的发展提供了一个独特的窗口 听觉和视觉形式及其对正常和紊乱语言功能的影响。

Project Summary – Audiovisual processing in developmental language disorder Emerging developmental studies show that visual speech cues facilitate the acquisition of important building blocks of language, such as phonemes and words, and shape the development of both speech production and speech perception. Because visual speech cues influence multiple aspects of typical language acquisition, and speech perception more generally, we ask whether impairment in the processing of visual articulatory movements and/or difficulty in integrating such movements with concurrent auditory speech may underlie some of the deficits observed in children with developmental language disorder (DLD). DLD is characterized by difficulties in acquiring language in the absence of an easily identifiable cause, such as hearing impairment, frank neurological disorders, or low non-verbal intelligence. It affects approximately 7% of preschool children in the US and is typically a life-long condition. Earlier studies suggest that at least some aspects of audiovisual processing are impaired in DLD, but the causes remain unknown. In this project, we propose to examine in children with DLD and their typically developing (TD) peers a set of mechanisms that are essential for normal audiovisual processing. These mechanisms include the following: (1) sensitivity to temporal relationships between events in auditory and visual modalities; (2) sensory encoding of speech-relevant visual features, namely shape and motion; (3) allocation of attention to features of complex visual objects; and (4) knowledge of auditory/articulatory correspondences for speech sounds. Examining these mechanisms in the same groups of children with DLD and TD will provide information about both the hetero/homogeneity of audiovisual impairments in DLD and the effects of impairment in just one vs. several mechanisms on audiovisual language use. We combine behavioral measures with ERP and EEG data analyses in order to map the nature of neural processes engaged by each mechanism. Understanding the causes of audiovisual processing difficulties in DLD has significant clinical implications. Audiovisual integration normally facilitates some of the linguistic skills that are impaired in DLD, such as phonological and lexical processing and speech-in-noise perception. Hence, identifying the mechanisms that prevent children with DLD from using visual speech cues as well as their TD peers do and rehabilitating them could potentially lead to improvements in these linguistic skills. Additionally, comparing the neural processes underlying audiovisual integration in children with typical and atypical language ability provides a unique window into the development of the neural networks connecting auditory and visual modalities and their impact on normal and disordered language function.