Retrieval-Based Word Learning in Autism Spectrum Disorder

自闭症谱系障碍中基于检索的单词学习

• 批准号: 10579116
• 负责人: Eileen Katherine Haebig
• 金额: $ 17.86万
• 依托单位: LOUISIANA STATE UNIV A&M COL BATON ROUGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10579116
• 关键词: 8 year old; Address; Adult; Categories; Cattle; Child; Clinical; Cognitive; Cognitive Science; Color; Comprehension; Development; Educational process of instructing; Evidence based intervention; Future; Goals; Image; Individual; Knowledge; Label; Language; Language Development; Language Development Disorders; Learning; Literature; Memory; Modality; Names; Performance; Phase; Population; Positioning Attribute; Production; Quality of life; Research; Retrieval; Schedule; Semantics; Severities; Stimulus; Symptoms; Techniques; Testing; Time; Vocabulary; Work; autism spectrum disorder; autistic children; base; clinical practice; flexibility; functional independence; improved; infancy; language impairment; lexical; novel; phonology; psychologic; response; skills; sound; success; theories; traditional therapy; word learning

PROJECT SUMMARY/ABSTRACT Many children with autism spectrum disorders (ASD) have word-learning difficulties, with particular weaknesses in developing rich semantic representations over time that can be flexibly applied to new contexts. This negatively impacts academic performance, functional independence, and quality of life. Despite this, there are very few evidence-based intervention techniques that have been directly examined in children with ASD. Within the psychological learning literature, there is a promising teaching technique that highlights not only the input that individuals receive when learning but also opportunities to recall or produce newly taught information. The retrieval of new information is not only important for the assessment of learning, but for learning itself. It is believed that effortful retrieval practice (repeated spaced retrieval RSR) enhances encoding because retrieval of new information prompts individuals to identify features of the word or concept that are necessary to reconstruct the material, which leads to an enriched and potentially elaborated memory trace to support future retrievals. Although retrieval practice studies have yielded robust learning effects in adults, its application to child learning is in its infancy. Given the striking learning effects that have been documented in adults and some emerging findings in children with developmental language disorder, retrieval practice has great potential to enhance word learning in children with ASD. RSR holds promise for children with ASD because its use has been found to facilitate not only learning of word form (corresponding to the sounds that comprise a word), but also word meaning (corresponding to semantic features associated with the newly taught word), which is a particular weakness in children with ASD. Also, RSR may be a key clinical approach to use with children with ASD because it has been found to strengthen not only item-specific learning (e.g., labeling pictured referents that were explicitly taught), but also to enable generalization (e.g., correctly applying newly taught adjectives to novel referents or labels to different referents of the same kind). Thus, Study 1 will assess whether RSR of newly taught labels (nouns) results in more robust learning of word form and meaning of nouns relative to a learning schedule that has the same amount of study without retrieval (repeated study, RS). Also, Study 1 will examine whether RSR promotes generalization in children with ASD in a task that tests children's extension of labels to referents that are similar to but distinct from the referents that were explicitly taught. Study 2 will assess whether RSR facilitates adjective learning, which allows for more stringent analysis of broader language learning and generalization. Across Studies 1 and 2, addressing specific aim 3, we will examine generalization using pictures of similar referents (Study 1) or similar attributes on novel referents (Study 2). Lastly, we will assess whether ASD severity moderates the RSR effect, after controlling for cognitive and language abilities, addressing specific aim 4. Findings from this study will inform our theoretical understanding of language acquisition in children with ASD and will lead to clear clinical implications.

项目摘要/摘要 许多自闭症谱系障碍（ASD）的儿童有学习的困难，特别是 随着时间的推移，可以灵活地应用于新环境的弱点。 这对学业成绩，功能独立性和生活质量产生负面影响。尽管如此，那里 很少有基于证据的干预技术直接在ASD儿童中进行了检查。 在心理学习文献中，有一种有希望的教学技术不仅强调 个人在学习时收到的输入，也有机会回忆或产生新教授的信息。 检索新信息不仅对于评估学习，而且对学习本身很重要。这是 认为努力的检索实践（重复的间距检索RSR）增强了编码 新信息促使个人确定单词或概念的特征 重建材料，这会导致丰富且潜在的详细记忆跟踪，以支持未来 检索。尽管检索实践研究在成年人中产生了强大的学习效应，但其应用于 儿童学习仍处于起步阶段。考虑到成人和 在患有发展语言障碍儿童的一些新兴发现，检索实践具有很大的潜力 增强ASD儿童的单词学习。 RSR对患有ASD的儿童持希望，因为它的使用有 被发现不仅有助于学习单词形式（与构成单词的声音相对应），还可以 还有单词含义（对应于与新教导的单词相关的语义特征），这是一个 ASD儿童的特别弱点。此外，RSR可能是与儿童一起使用的关键临床方法 ASD是因为发现它不仅可以增强特定于项目的学习（例如，标记为图中的参考者 明确教授的），但也可以实现概括（例如，正确地将新教学的形容词应用于 新颖的引用者或标签是同类的不同指南）。因此，研究1将评估RSR是否 新教授的标签（名词）导致对单词形式和名词相对于一个名词的含义的学习 学习时间表具有相同的研究，而无需检索（重复研究，卢比）。另外，研究1将 检查RSR是否在测试儿童扩展的任务中促进ASD儿童的概括 标签与明确教授的指南相似但与众不同的引用者。研究2将 评估RSR是否促进形容词学习，这允许对更广泛的分析进行更严格的分析 语言学习和概括。在研究1和2中，解决特定目标3，我们将研究 使用类似的参考物（研究1）或新指数上的类似属性的概括（研究2）。 最后，我们将评估ASD严重性是否在控制认知和认知和 语言能力，针对特定目标4。这项研究的发现将为我们的理论理解提供信息 ASD儿童的语言获取，并将带来明显的临床意义。