Word Learning in Bilingual Typical and Late Talking Children: The Role of Meaning and Input

Официальное название

Dual Language Input, Semantic Structure and Word Learning in Typically Developing and Late Talking Bilingual Children

Обзор

The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways. Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category. To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.

Вмешательства

• Поведенческое Large Semantic Category Condition
  Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a
• Поведенческое Small Semantic Category Condition
  Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in

Первичные конечные точки

• Word learning [Срок оценки: Day 1]
• Vocabulary Network Properties [Срок оценки: Day 1]
• Parent Language Input [Срок оценки: Day 1]

Критерии участия

Критерии включения

• At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language

Критерии исключения

• Hearing impairment
• Uncorrected visual impairment
• Neurological impairment
• Genetic syndromes
• Neurodevelopmental disabilities (e.g. autism)
• More than 10% exposure to a language other than English or Spanish

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Открытое

Основная цель

Фундаментальное исследование

Центры проведения

США · 1 центр

• Boston University — Boston

Идентификаторы

NCT: NCT07600242 · K23DC022006 · K23DC022006

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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