Working Memory and Word Learning in Children with Typical Development and Languag

具有典型发展和语言能力的儿童的工作记忆和单词学习

• 批准号: 8852361
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 2.33万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-02-01 至 2016-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8852361
• 关键词: Accounting; Address; Child; Clinical; Clinical Research; Clinical assessments; Databases; Development; Dyslexia; Future; Goals; Health; Impairment; Knowledge; Language; Language Development; Learning; Measures; Memory; Memory impairment; Methods; Modeling; Oral; Performance; Psychology; Reading; Research; School-Age Population; Scientific Advances and Accomplishments; Short-Term Memory; Testing; Theoretical model; Vocabulary; Writing; base; bilingualism; child battery; clinical practice; clinically significant; effective intervention; effective therapy; phonology; reading comprehension; science education; specific language impairment; success

DESCRIPTION (provided by applicant): Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary. Because vocabulary has a causal relationship with reading comprehension, this presents a significant national health concern. To develop effective interventions we require a clear understanding of the deficits underlying poor word learning. Deficits in short-term phonological memory have been implicated as a causal factor in poor word learning; however, phonological memory measures account for a limited amount of variance associated with word learning. We hypothesize that word learning success depends on the contribution and interaction of all working memory components and that word learning variability is directly related to a child's working memory profile. To test this hypothesis we compare the fit of four theoretical working memory models and four working-memory- based word learning models in five groups of children and analyze between- and within-group differences using new working memory and word learning batteries. Specific Aims: (1) Model working memory and word learning performance in monolingual English-speaking children with typical development (TD); (2) Compare working memory and word learning performance in bilingual Spanish-English children with TD to monolingual English-speaking children with TD; (3) Compare working memory and word learning performance in monolingual English-speaking children with specific language impairment (SLI), dyslexia, and comorbid SLI/dyslexia to monolingual English-speaking children with TD; (4) Develop a unified working memory-based word learning model; (5) Determine whether working memory-based word learning subtypes exist within the typically-developing monolingual English, bilingual Spanish-English, SLI, dyslexia and SLI/dyslexia groups; (6) Finalize an efficient working memory-based word learning battery useful for research and clinical assessments. Significance: The theoretical and clinical significance accrued across these aims includes (1) data-based comparisons of four theoretically-based WM models in children, (2) the development and testing of a new working-memory-based WL model in children, (3) establishing the relationship between WM and WL in monolingual English and bilingual Spanish-English speaking children compared to children with SLI, dyslexia and SLI/dyslexia, (4) a comprehensive description of between- and within-group word learning differences in large, carefully selected typical and clinical groups and (5) the refinement of a working-memory-based word learning battery for future theoretical and clinical research. These studies address important problems in the fields of psychology, language science and education, including the need (1) for comprehensive working memory and word learning batteries for children to support valid and reliable assessment and (2) to under- stand deficits underlying poor word learning so that effective treatments can be developed. By completing this research we will advance scientific knowledge in working memory and word learning in school-age children.

描述（由申请人提供）：单词知识对于说话，阅读和写作至关重要，但是很大一部分语言障碍的儿童表现出差的单词学习，因此词汇量很差。由于词汇与阅读理解有因果关系，因此这引起了重大的国家健康问题。为了制定有效的干预措施，我们需要清楚地了解贫穷单词学习的赤字。短期语音记忆的缺陷已被认为是贫穷的单词学习中的因果因素。但是，语音记忆测量值为与单词学习相关的有限差异。我们假设单词学习成功取决于所有工作记忆组件的贡献和相互作用，并且单词学习变异性与儿童的工作记忆配置文件直接相关。为了检验这一假设，我们比较了五组儿童中的四个理论工作记忆模型和四个基于工作记忆的单词学习模型的拟合度，并使用新的工作记忆和单词学习电池分析了组之间和组内差异。具体目的：（1）单语言英语儿童具有典型开发的儿童（TD）的模型工作记忆和单词学习表现； （2）比较双语西班牙语 - 英语儿童的工作记忆和单词学习表现与TD的单语英语儿童； （3）比较单语言英语儿童的工作记忆和单词学习表现特定语言障碍（SLI），阅读障碍和合并症的SLI/阅读障碍与具有TD的单语英语儿童； （4）开发一个统一的基于内存的单词学习模型； （5）确定基于记忆的单词学习子类型是否存在于典型的单语言英语，双语西班牙语，SLI，阅读障碍和sli/阅读障碍组中； （6）最终确定有效的基于工作记忆的单词学习电池，可用于研究和临床评估。 Significance: The theoretical and clinical significance accrued across these aims includes (1) data-based comparisons of four theoretically-based WM models in children, (2) the development and testing of a new working-memory-based WL model in children, (3) establishing the relationship between WM and WL in monolingual English and bilingual Spanish-English speaking children compared to children with SLI, dyslexia and SLI/dyslexia, (4) a comprehensive在大型，精心挑选的典型和临床组中的组中和组内单词学习差异以及（5）基于工作记忆的单词学习电池的完善，以供将来的理论和临床研究。这些研究解决了心理学，语言科学和教育领域的重要问题，包括（1）为儿童提供有关有效和可靠评估的全面工作记忆和单词学习电池的需求，以及（2）在贫穷的单词学习基础的基本缺陷中，以便可以开发有效的治疗方法。通过完成这项研究，我们将提高学龄儿童的工作记忆和单词学习方面的科学知识。