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有或没有反?-反的存在如何影响发展性语言障碍儿童的处理

Lauren S Baron¹, Asiya Gul¹, Yael Arbel¹

¹MGH Institute of Health Professions, Boston, MA 02129, USA.

|September 28, 2023

概括

患有发育性语言障碍 (DLD) 的儿童与反斗争,与典型的发育同龄人不同. 删除反使DLD和TD儿童的学习和大脑反应相等,突出了反.

科学领域:

认知神经科学认知神经科学
发展心理学发展心理学
语言学的语言学.

背景情况:

语言学习依赖于处理概率信息和反.
患有发育性语言障碍 (DLD) 的儿童在概率学习和反处理方面表现出缺陷.
这些赤字对DLD的明显影响尚不清楚.

研究的目的:

调查如何反影响学龄儿童与DLD的概率学习.
在有反和没有反的情况下,比较DLD儿童和典型发育 (TD) 儿童之间的行为和神经生理反应.
阐明反处理在DLD儿童学习中的特殊作用.

主要方法:

对患有DLD (n=29) 和TD儿童 (n=44) 进行视觉概率分类学习任务.
这项任务有两种版本:一种带有逐个试验的绩效反,一种没有反.
记录了与事件相关的潜力 (ERP),以分析任务期间的神经处理.

主要成果:

与DLD儿童相比,典型的发育儿童在反方面表现出更高的准确性.
两组在没有反的任务中表现相似.
神经生理学数据显示,只有当反存在时,群体之间大脑活动 (体缓慢波,晚期体组成部分) 的差异才存在.

结论:

反在典型的发育儿童中增强学习,但不是在DLD儿童中.
当删除反处理时,DLD儿童的行为和神经模式与他们的TD同龄人相似.
这些发现表明,反处理中的困难独特地损害了DLD的学习,即使概率学习能力在其他方面是可比的.

关键词:

发育语言障碍发育语言障碍编码编码编码编码与事件相关的潜在事件.处理反,处理反.可能性的分类学习学习学习.

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