Memory and Word Learning

记忆和单词学习

基本信息

批准号：
8413618
负责人：
Karla McGregor
金额：
$ 38.27万
依托单位：
UNIVERSITY OF IOWA
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-01-23 至 2016-12-31
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): The long-term goal of this research program is to develop a full explanation of the vocabulary problems associated with developmental language impairment (LI). The current objective is to examine three memory processes that support word learning: encoding, consolidation, and retrieval. Encoding, the experience-dependent process via which a new memory is formed, is followed by consolidation, the slower experience-independent process via which the fragile new memory is stabilized, enhanced and integrated into a network of related memories. Subsequent retrieval of the newly learned information can further strengthen the memory trace and can set in motion the processes of re-encoding and re-consolidation. The central hypothesis is that the word learning problems that characterize LI are a consequence of deficits in experience-dependent memory processes. Experience-independent processes are not affected. This deficit alone is enough to impair word learning over shorter and longer retention intervals and to result, ultimately, in a small and shallow vocabulary. The specific aims are to 1) determine the integrity of experience-dependent and -independent memory processes of learners with LI; 2) identify experiences that promote optimal encoding among learners with LI; and 3) describe the complex interactions between (re)encoding, (re)consolidation, and retention interval that culminate in poorer or stronger retention among learners with LI. The research strategy involves a series of six training experiments wherein the memorial processes that support word learning and retention are detailed across the course of a single week. Manipulation of the number and type of training exposures allows determination of optimal encoding experiences. All experiments will involve comparisons of college students with LI to college students who are unaffected. Three different schedules of testing allow measurement of encoding, all three stages of consolidation, and re-encoding/reconsolidation.

描述（由申请人提供）：该研究计划的长期目标是对与发育语言障碍相关的词汇问题（LI）制定完整的解释。当前的目标是检查支持单词学习的三个记忆过程：编码，合并和检索。编码是形成新内存的经验依赖性过程，之后是巩固，这是较慢的与体验无关的过程，通过该过程，脆弱的新记忆被稳定，增强并整合到相关记忆的网络中。随后的新学习信息可以进一步增强内存跟踪，并可以在重新编码和重新固化的过程中启动。中心假设是，表征李的学习问题是依赖经验的记忆过程缺陷的结果。独立于经验的过程不受影响。仅这种赤字就足以损害单词学习，而不是较短，更长的保留间隔，并最终在一个小而浅的词汇中。具体目的是1）确定与LI的学习者的经验依赖性和无关的记忆过程的完整性； 2）确定促进LI学习者之间最佳编码的经验； 3）描述（重新）编码，（重新）合并和保留间隔之间的复杂相互作用，这些间隔在LI的学习者中较差或更强的保留率达到了最终。研究策略涉及一系列六个培训实验，其中在整个星期的过程中详细介绍了支持单词学习和保留的纪念过程。操纵培训曝光的数量和类型可以确定最佳编码体验。所有实验都将涉及与不受影响的大学生的大学生的比较。测试的三种不同时间表允许测量编码，整合三个阶段以及重新编码/重新溶解。