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 该项目旨在优化向儿童提供的语言干预中一个关键但尚未得到充分研究的成分 患有发展性语言障碍（DLD）的人 – 反馈 该项目旨在弥合两者之间的差距。 我们实验室之前发现 DLD 和临床实践中反馈处理效率低下，通过识别 在 DLD 中可以改善基于反馈的学习的条件。 如果针对患有 DLD 的儿童的独特情况量身定制反馈的有效性，则可以显着提高反馈的有效性。 该项目的基本原理是基于可以通过以下方式改善学习的证据。 通过反馈增强完整学习系统的主导地位 该项目将通过以下方式实现其目标。 操纵（1）反馈的时间（立即与延迟）和（2）学习者的水平 参与由反馈（主动与被动纠正）决定的错误纠正，以调节主导地位 内隐学习系统和陈述性学习系统的区别在于，即时反馈是由内隐学习处理的。 延迟几秒钟的反馈意味着陈述性系统，同样，教学。 促进主动自我纠正的方法与陈述性学习相关，而被动暴露 假设纠正性反馈（例如纠正性重铸）支持内隐学习，这将决定目标 1。 操纵反馈时间对 140 名学龄儿童（8-12 岁）的陈述性学习和内隐性学习的影响 延迟反馈可改善 DLD 学习的证据将支持以下假设： 隐性赤字理论认为干预应该利用陈述性学习机制。 将测试一种新颖的替代反馈学习均等假设，从而优化基于反馈的学习 当反馈的时间与给定时间的主导学习系统一致时（即立即 内隐学习期间的反馈；陈述性学习期间的延迟反馈）。 儿童，目标 2 将比较当反馈 (a) 提示活跃时患有 DLD 的儿童的基于反馈的学习 自我纠正或 (b) 被动地让学习者进行错误纠正 儿童将进行两种非单词- 对象配对联想学习任务在一项任务中的反馈将促进主动的自我纠正，这是符合的。 在另一项任务中，反馈会被动地让学习者接受纠正性反馈。 并导致被认为是隐性的学习 该项目将决定患有 DLD 的儿童是否能够学习。 当反馈促使他们自我纠正或接受被动纠正时，效果会更好。 对反馈反应的行为指标将得到电生理测量的补充 反馈处理可以确定内隐和陈述性大脑系统在 这项工作具有科学和临床意义，因为它阐明了哪些操作。 优化基于反馈的学习将增强我们对 DLD 中受损学习机制的理解 并将就干预期间使用何种类型的反馈提供临床指导。