Optimizing feedback-based learning in children with developmentallanguage disorder.

优化患有发展性语言障碍的儿童的基于反馈的学习。

• 批准号: 10566141
• 负责人: Yael Arbel
• 金额: $ 44.36万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-02-01 至 2028-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10566141
• 关键词: Affect; Behavioral; Brain; Child; Clinical; Complement; Data; Disease; Education; Educational process of instructing; Effectiveness; Electrophysiology (science); Evaluation; Exposure to; Feedback; Goals; Impairment; Intervention; Language; Language Development Disorders; Learning; Learning Disorders; Measures; Nature; Paired-Associate Learning; Process; Quality of life; Research; School-Age Population; Self Correction; Shapes; System; Testing; Time; Training; Work; clinical practice; clinically significant; design; effective intervention; follow-up; improved; learning outcome; novel; parity; programs; reinforced behavior; response; success; theories; visual learning

ABSTRACT This project aims to optimize a critical but understudied ingredient of language intervention provided to children with developmental language disorder (DLD) – feedback. The project is designed to bridge the gap between previous findings in our lab of inefficient feedback processing in DLD and clinical practice by identifying the conditions under which feedback-based learning can be improved in DLD. We hypothesize that the effectiveness of feedback can be significantly enhanced for children with DLD when it is tailored to their unique learning strengths. The rationale for this project is based on evidence that learning can be improved by enhancing the dominance of an intact learning system through feedback. The project will achieve its aim by manipulating (1) the timing of the feedback (immediate vs. delayed) and (2) the level of the learner’s involvement in error correction dictated by feedback (active vs. passive correction) to modulate the dominance of the implicit and declarative learning systems. While immediate feedback is processed by the implicit learning system, delaying the feedback by a few seconds implicates the declarative system. Likewise, teaching approaches that prompt active self-correction are associated with declarative learning, while passive exposure to corrective feedback (e.g., corrective recast) is assumed to support implicit learning. Aim 1 will determine the effect of manipulating feedback timing on declarative and implicit learning in 140 school-age children (8-12 years) with DLD. Evidence that delaying feedback improves learning in DLD would support the hypothesis of the implicit deficit theory that intervention should capitalize on declarative learning mechanisms. The project will test a novel alternative feedback-learning parity hypothesis whereby feedback-based learning is optimized when the timing of the feedback is aligned with the dominant learning system at a given time (i.e., immediate feedback during implicit learning; delayed feedback during declarative learning). Within the same group of children, Aim 2 will compare feedback-based learning in children with DLD when feedback (a) prompts active self-correction or (b) passively exposes learners to error corrections. Children will engage in two nonword- object paired-associate learning tasks. In one task feedback will promote active self-correction, which is in line with declarative learning. In the other task, feedback will passively expose the learner to corrective feedback and lead to learning that is assumed to be implicit. The project will determine whether children with DLD learn better when feedback prompts self-correction or when they are exposed to passive corrections. For both aims, behavioral indicators of response to feedback will be complemented by electrophysiological measures of feedback processing that can determine the involvement of implicit and declarative brain systems during the learning process. This work is scientifically and clinically significant because elucidating what manipulations optimize feedback-based learning will enhance our understanding of the impaired learning mechanism in DLD and will provide clinical guidance on what type of feedback to use during an intervention.

抽象的 该项目旨在优化对儿童的关键惯性干预措施 发育障碍（DLD） - 反馈旨在弥合差距 通过识别您 在DLD中可以改善基于反馈的学习的条件。 反馈的有效性对于DLD量身定制的DLD的儿童可以显着提高他们的独立性 学习优势。 通过反馈来增强完整学习系统的统治。 操纵（1）反馈的时机（立即与延迟）和（2）学习者的水平 参与由反馈（主动与无源校正）决定的误差校正，以模块化统治 的含义和声明性学习系统。 系统，将反馈延迟几秒钟 促使主动自我纠正的方法与声明性学习有关，而被动暴露 假定纠正反馈（例如，纠正措施）支持隐式学习。 在140名学龄儿童中操纵反馈时机对声明和内隐学习的影响（8-12） DLD的几年。 干预措施应利用声明性学习机制的隐性赤字理论 将测试一种新型的替代反馈学习奇偶校验置术，我基于Bbockback的学习是优化的 当反馈的时间与给定时间与主导学习系统保持一致时（即立即 在同一组中，在学习期间的反馈延迟 儿童，AIM 2将比较反馈（a）提示活动的儿童基于DLD的反馈 自我纠正或（b）被动地暴露于错误校正。 对象配对缔合任务。 在另一个任务中进行宣告的学习。 并导致学习是隐含的。 当反馈提示自我纠正或对两个AMS进行被动校正时，更好的更好。 对反馈的反应的行为指标将由电生理学测量值补充 可以确定隐式和声明性脑系统系统的反馈处理。 学习过程。 优化基于反馈的学习将增强我们对DLD中学习机制受损的理解 并将提供有关在干预过程中要使用的反馈类型的临床指导。