Research from previous cycles of this P01 has focused on the role of phonology in word level reading, speech perception, speech production and the relationship between each of these systems. Project IV seeks to extend upon this work by looking at the cognitive and neurobiological processes that contribute to individual differences in comprehension of spoken and written language. A significant number children have substantial problems with comprehension, despite adequate word level decoding ability and sub- lexical phonological processing (Nation, 2005). If decoding and subword-level phonological processing are not the bottleneck leading to poor comprehension ability, other mechanisms must be responsible. We propose that weakness in comprehension is due to language specific deficits in relevant sub-skills such as semantic and syntactic processing, and that individual differences in these skills will be largely common to both printed and spoken language. Our theoretical approach is informed by the lexical quality hypothesis, LQH (Perfetti, 2005) which posits that poorly specified word representations at any level (orthography, phonology, semantics) will lead to poor lexical quality (in both spoken and written domains): in line with the LQH we propose that poor lexical quality that results from underspecified semantic relationships is the primary lexical level constraint on comprehension skill. Moreover, we propose that this extends to relational semantic and syntactic knowledge (understanding how words and concepts within a text are related) and that this skill is the bridge between lexical and sentence/discourse level skill. The broad goals of Project IV are to (in a population of high school students): a) identify the common and distinct neural systems and behavioral profiles that support successful comprehension in the visual and spoken domains, b) investigate aspects of word level semantics across both the spoken and written domains and how the quality of this word-level knowledge impacts the ability to compose words into larger phrasal or sentence-level constituents and c) examine the role of learning and plasticity to overall comprehension ability and d) investigate areas of phonological processing which have previously been under explored in relation to comprehension skill: namely, prosody.

Public Health Relevance

This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. By examining the underlying cogniflve and neural bases of both spoken and printed comprehension problems in high school aged children (without problems in word reading or phonological processing). Project IV contributes signiflcanfly to the public health relevance of the overall program.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD001994-48
Application #
8690121
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2014-06-01
Budget End
2015-05-31
Support Year
48
Fiscal Year
2014
Total Cost
$244,446
Indirect Cost
$109,987
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
Earle, F Sayako; Landi, Nicole; Myers, Emily B (2017) Sleep duration predicts behavioral and neural differences in adult speech sound learning. Neurosci Lett 636:77-82
Jasi?ska, Kaja K; Molfese, Peter J; Kornilov, Sergey A et al. (2017) The BDNF Val66Met polymorphism is associated with structural neuroanatomical differences in young children. Behav Brain Res 328:48-56
Li, Yu; Zhang, Linjun; Xia, Zhichao et al. (2017) The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults. Front Hum Neurosci 11:327
Hancock, Roeland; Richlan, Fabio; Hoeft, Fumiko (2017) Possible roles for fronto-striatal circuits in reading disorder. Neurosci Biobehav Rev 72:243-260
Zhou, Hong; Li, Yu; Liang, Meng et al. (2017) Mandarin-Speaking Children's Speech Recognition: Developmental Changes in the Influences of Semantic Context and F0 Contours. Front Psychol 8:1090
Armstrong, Blair C; Frost, Ram; Christiansen, Morten H (2017) The long road of statistical learning research: past, present and future. Philos Trans R Soc Lond B Biol Sci 372:
Siegelman, Noam; Bogaerts, Louisa; Kronenfeld, Ofer et al. (2017) Redefining ""Learning"" in Statistical Learning: What Does an Online Measure Reveal About the Assimilation of Visual Regularities? Cogn Sci :
Olmstead, Annie J; Viswanathan, Navin (2017) Lexical exposure to native language dialects can improve non-native phonetic discrimination. Psychon Bull Rev :
van den Bunt, Mark R; Groen, Margriet A; Ito, Takayuki et al. (2017) Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit. J Speech Lang Hear Res 60:654-667
Earle, F Sayako; Arthur, Dana T (2017) Native phonological processing abilities predict post-consolidation nonnative contrast learning in adults. J Acoust Soc Am 142:EL525

Showing the most recent 10 out of 435 publications