Increasing Word Learning Efficiency in Children who are Deaf and Hard of Hearing through Retrieval Practice

通过检索练习提高聋哑儿童的单词学习效率

• 批准号: 10536675
• 负责人: Jena C McDaniel
• 金额: $ 21.88万
• 依托单位: VANDERBILT UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-09 至 2024-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10536675
• 关键词: 8 year old; Address; Adult; Age; Area; Attention; Characteristics; Child; Child Development; Clinical; Cognitive Science; Cues; Development; Disabled Persons; Education; Educational process of instructing; Effectiveness; Evaluation; Evidence based intervention; Exhibits; Exposure to; Feedback; Future; Goals; Hearing; Illusions; Individual Differences; Intervention; Intervention Studies; Knowledge; Language; Language Development; Learning; Maintenance; Mediating; Modality; Outcome; Pattern; Population Heterogeneity; Randomized, Controlled Trials; Research; Research Design; Retrieval; Risk; Sign Language; Special Education; Students; Teaching Materials; Visual; Vocation; Work; deaf; effective intervention; effectiveness evaluation; hard of hearing; improved; innovation; intervention effect; novel; peer; prevent; response; skills; success; therapy design; word learning

Project Summary Despite decades of attempts to “close the gap” between spoken language skills of children who are deaf and hard of hearing (DHH) and their hearing peers, this goal remains elusive. Reduced audibility and delays in identification and amplification hamper spoken language development of children who are DHH. To “catch up,” their language learning rate must outpace that of typical development. However, they often exhibit slower, not faster, language acquisition rates and require more exposures to learn words than their hearing peers. Thus, children who are DHH need effective and efficient interventions to achieve the trajectory required to reach age expected language skills and improve their long-term educational and vocational outcomes. Retrieval practice, which is prominent in cognitive psychology but less dependably applied to education and even less so to special education, is an empirically validated approach that could improve the language learning of children who are DHH. Retrieval practice is hypothesized to improve learning by enhancing the value of word presentations and countering the need for extra word exposures relative to hearing peers. To advance the promising yet underutilized research on retrieval practice, we complete the next logical step of evaluating the effectiveness and efficiency of two key retrieval practice features: feedback (Aim 1) and spacing (Aim 2). Feedback is predicted to result in more efficient learning because it focuses attention on unmastered material, prevents the illusion of success, and reduces repeated errors. Spacing trials are predicted to result in more efficient learning than massed trials because they require more effort with fewer cues provided. Study innovations include the critical evaluation of retention and use of a multi-session intervention context. We will accomplish these aims through four single case adapted alternating treatments design studies with sixteen 5-8 year old children who are DHH. Four children complete each contrast of conditions to isolate the effects of feedback and spacing. Results via visual analysis and effect sizes will reveal the degree to which retrieval practice is expected to support word learning for children who are DHH and whether learning is enhanced by the inclusion of feedback and spaced teaching trials. This knowledge could have broad implications for maximizing the effectiveness and efficiency of word learning interventions in the short-term and more comprehensive language interventions in the long-term for children who are DHH. Next steps will address (a) evaluating the effects and possible mechanisms of retrieval practice that combines the most effective intervention features and (b) identifying child characteristics that mediate and moderate intervention effects in a randomized control trial. Future studies will expand retrieval practice to other language areas and the modality of sign language. This work would advance the field, which exhibits a dearth of rigorous intervention research, despite the important, long-standing challenge of improving language skills and subsequent educational and vocational outcomes of children who are DHH.

项目摘要 尽管数十年来试图“弥合聋哑人的口语技能”之间的差距 听力很难（DHH）及其听力同行，这个目标仍然难以捉摸。降低了可听性和延迟 识别和放大障碍者对DHH儿童的口语发展。 “赶上”， 他们的语言学习率必须超过典型发展的速度。但是，它们通常表现较慢，不是 比听力同龄人更快，语言获取率，需要更多的曝光来学习单词。那， DHH的孩子需要有效，有效的干预措施才能达到达到年龄所需的轨迹 预期的语言技能，并提高他们的长期教育和发布成果。 检索实践，这在认知心理学中是突出的，但对教育和 对于特殊教育而言，这是一种经验验证的方法，可以改善语言 学习DHH的孩子。假设检索实践可以通过增强来改善学习 单词演示的价值，并反对相对于听力对等的额外单词暴露的需求。到 提高了应许的尚未得到充分利用的检索实践研究，我们完成了下一个逻辑步骤 评估两个关键检索实践特征的有效性和效率：反馈（AIM 1）和间距 （目标2）。预计反馈会导致更有效的学习，因为它将注意力集中在未掌握的 材料，防止成功的错觉，并减少重复错误。预计间距试验会导致 与大规模试验相比，学习效率更高，因为它们需要更多的努力，并提供更少的提示。学习 创新包括对保留率的批判性评估和使用多课程干预环境。 我们将通过四个单一案例改编的交替处理设计研究来实现这些目标 十六岁的5-8岁儿童是DHH。四个孩子完成条件的每个对比，以分离 反馈和间距的影响。通过视觉分析和效果大小的结果将揭示以下程度 预计检索实践将支持DHH儿童的单词学习以及学习是否为 通过包括反馈和间隔教学试验来增强。这些知识可能有广泛的 在短期内最大化单词学习干预措施的有效性和效率的影响 对于DHH的儿童，长期的语言干预措施更加全面。下一步将 地址（a）评估结合最大的检索实践的效果和可能的机制 有效的干预特征以及（b）确定调解和中等干预的儿童特征 在随机对照试验中的影响。未来的研究将将检索实践扩展到其他语言领域，并且 手语的方式。这项工作将推进该领域，该领域表现出严格的死亡 干预研究，提高了提高语言技能和的重要，长期存在的挑战 DHH儿童的随后教育和职业成果。