[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100589215":3},{"organization":4,"armGroups":7,"interventions":14,"overallOfficials":21,"centralContacts":25,"locations":33,"responsibleParty":50,"collaborators":53,"id":57,"slug":58,"hasResults":59,"nctId":60,"briefTitle":61,"officialTitle":62,"acronym":20,"eligibilityCriteria":63,"healthyVolunteers":59,"sex":64,"minAge":65,"maxAge":66,"enrollmentInfo":67,"targetDuration":20,"studyType":70,"phases":71,"briefSummary":73,"conditions":74,"keywords":76,"overallStatus":35,"whyStopped":20,"lastUpdateSubmitDate":81,"lastUpdatePostDateStruct":82,"startDateStruct":85,"completionDateStruct":87,"leadSponsor":89,"locationsCount":90},{"fullName":5,"class":6},"Michigan State University","OTHER",[8],{"label":9,"type":10,"description":11,"interventionNames":12},"Utterance Type","EXPERIMENTAL","This study uses a within-participant experimental manipulation. All participants will be exposed to all utterances types (across trials).",[13],"Behavioral: Linguistic simplification",[15],{"type":16,"name":17,"description":18,"armGroupLabels":19,"otherNames":20},"BEHAVIORAL","Linguistic simplification","Children will participate in screen-based language processing and word learning tasks in which they hear utterances with different types and amounts of linguistic simplification (i.e., a within-group manipulation).",[9],null,[22],{"name":23,"affiliation":5,"role":24},"Courtney Venker, PhD","PRINCIPAL_INVESTIGATOR",[26,30],{"name":23,"role":27,"phone":28,"phoneExt":20,"email":29},"CONTACT","517-884-2259","cvenker@msu.edu",{"name":31,"role":27,"phone":28,"phoneExt":20,"email":32},"Jennifer Johnson, M.S.","jrj@msu.edu",[34],{"facility":5,"status":35,"city":36,"state":37,"zip":38,"country":39,"countryCode":40,"cosmosGeoPoint":41,"geoPoint":46,"contacts":47},"RECRUITING","East Lansing","Michigan","48824","United States","US",{"type":42,"coordinates":43},"Point",[44,45],-84.48387,42.73698,{"lat":45,"lon":44},[48],{"name":23,"role":27,"phone":49,"phoneExt":20,"email":29},"5178842259",{"type":24,"investigatorFullName":51,"investigatorTitle":52,"investigatorAffiliation":5,"oldNameTitle":20,"oldOrganization":20},"Courtney E. Venker","Associate Professor",[54],{"name":55,"class":56},"National Institute on Deafness and Other Communication Disorders (NIDCD)","NIH","100589215","how-simplified-language-affects-comprehension-and-learning-in-young-children-with-down-syndrome-100589215",false,"NCT06951516","How Simplified Language Affects Comprehension and Learning in Young Children With Down Syndrome","How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children With Down Syndrome","Inclusion Criteria:\n\n* Down syndrome\n\nEnglish as primary language\n\n2-7 years old\n\nExclusion Criteria:\n\n* Acquired brain injury\n\nCerebral palsy\n\nUncorrected vision or hearing impairment","ALL","2 Years","7 Years",{"count":68,"type":69},30,"ESTIMATED","INTERVENTIONAL",[72],"NA","The long-term study goal is to experimentally evaluate the components (and likely active ingredients) of early language interventions for young children with Down syndrome (DS). The overall objective is to determine how single-word and telegraphic simplification affects real-time language processing and word learning in young children with DS (relative to full, grammatical utterances). The proposed project will investigate three specific aims: 1) Determine how single-word and telegraphic simplification affects language processing. 2) Determine how single-word and telegraphic simplification affects word learning. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning. Aim 1 will test the hypothesis that children with DS will process grammatical utterances faster and more accurately than telegraphic or single-word utterances. Aim 2 will test the hypothesis that overall, children will demonstrate better word learning in the grammatical compared to the single-word and telegraphic conditions. Aim 3 will test the hypothesis that receptive language and nonverbal cognitive abilities will be significant moderators, such that children with stronger linguistic and cognitive skills will show the greatest benefit from grammatical input but children with lower linguistic and cognitive scores will perform similarly across conditions.",[75],"Down Syndrome",[77,78,79,80],"Down syndrome","language development","language processing","language input","2026-06-11",{"date":83,"type":84},"2026-06-12","ACTUAL",{"date":86,"type":84},"2025-01-01",{"date":88,"type":69},"2027-05-31",{"name":5,"class":6},1]