Retrieval-Based Word Learning in Developmental Language Disorder

发展性语言障碍中基于检索的单词学习

• 批准号: 10294051
• 负责人: Laurence Baker Leonard
• 金额: $ 51.13万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10294051
• 关键词: 5 year old; Age; Assessment tool; Child; Clinical; Cognitive Science; Development; Economics; Foundations; Funding; Goals; Housing; Investigation; Language; Language Development; Language Development Disorders; Learning; Life; Literature; Methods; Nature; Personal Satisfaction; Play; Population; Procedures; Psychology; Research Personnel; Retrieval; Role; Schedule; Semantics; Series; Structure; Work; base; experience; improved; insight; interest; language impairment; learning ability; learning outcome; learning strategy; peer; response; social; specific language impairment; therapy design; word learning

Children with developmental language disorder (DLD; also referred to was children with specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children’s academic, social, and eventual economic well-being. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD in an effort to understand the nature of these difficulties. The goal of the project is to build on our work accomplished in the first five years to determine whether, as we have found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. The planned studies seek to increase the children’s absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning. We also adapt our learning procedures to an illustrated storybook format to promote children’s engagement with the materials to be learned. Finally, we will determine if our repeated retrieval procedures continue to prove superior when the words to be learned move from the single-word level to appearing in sentences from the outset. Of special interest will be whether repeated retrieval activities narrow the differences between children with DLD and their typically developing peers relative to other word learning procedures. If the planned studies reveal larger word learning gains than current methods, repeated retrieval activities can serve as the basis for the development of new methods of treatment for children with word learning difficulties.

发育语言障碍的儿童（DLD；也提到的是具有特定的儿童 语言障碍）长期存在的语言能力赤字很大， 对儿童的学术，社会和最终经济福祉有害。单词学习是 这些孩子的主要弱点之一。该项目着重于学习一词 患有DLD的四岁和五岁儿童的能力，以了解 这些困难。该项目的目的是建立在前五个中完成的工作 确定我们是否发现这远处的特殊利益是否会产生多年 在学习过程中，孩子们必须经常回想起新引入的单词。这 计划的研究试图提高孩子的绝对学习水平，同时保持 反复检索的优势比比较学习方法具有。我们也适应 我们针对插图的故事书格式的学习程序，以促进儿童参与 有了要学习的材料。最后，我们将确定我们是否重复检索程序 当要学习的单词从单个字级别移动到 从一开始就出现在句子中。特别感兴趣的是是否重复检索 活动缩小DLD儿童及其通常发展的同龄人之间的差异 相对于其他单词学习程序。如果计划的研究揭示了更大的单词学习 收益比当前方法，重复检索活动可以作为 开发有关单词学习困难儿童的新治疗方法。