A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.
A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.
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DOI：
10.1186/s11689-021-09368-z
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发表时间：
2021-05-15
影响因子：
4.9
通讯作者：
Krok W
中科院分区：
文献类型：
--
作者：
Leonard LB;Christ SL;Deevy P;Karpicke JD;Weber C;Haebig E;Kueser JB;Souto S;Krok W
许多患有发展性语言障碍(DLD)的儿童在词汇方面都有很好的记录。近年来，研究人员通过使用新奇的词汇学习范式来探索这些弱点的本质。这些研究已经开始发现具体的困难领域，并提供了可能的干预策略的提示，这些策略可能有助于这些儿童更准确、更有效地学习单词。在这类研究中，有一些研究在学习过程中加入了重复的间隔提取活动。在这项研究中，我们检查了其中四项研究的数据，这些研究使用了相同类型的参与者(患有DLD的4岁和5岁儿童以及具有典型语言发展的同龄儿童)、研究设计和结果测量。这些研究的主要不同之处在于学习条件的类型与间隔提取条件的比较。使用了混合效果建模框架，使来自四项研究和不同结果衡量标准的数据得以汇总。在整个研究中，重复间隔提取条件下的单词回忆多于比较条件下的单词回忆。无论结果如何，这都是正确的。有典型语言发展的儿童比有DLD的儿童回忆出更多的单词。两组都从间隔提取中受益，尽管DLD组的影响更大。孩子们在学习一周后准确地回忆起单词，就像他们在5分钟标记时所做的那样；在这方面，两组人基本上是相同的。总体而言，研究结果支持继续改进这些类型的重复间隔检索程序，因为它们可能成为有效的干预方法。网上版载有补充材料，可在10.1186/s11689021-09368-z上查阅。
Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention. The online version contains supplementary material available at 10.1186/s11689-021-09368-z.
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影响因子：
7.6
作者：
Bishop, Dorothy V. M.;Snowling, Margaret J.;Whitehouse, Andrew
通讯作者：
Whitehouse, Andrew
DOI：
10.1044/2018_jslhr-l-18-0071
发表时间：
2019-04-01
影响因子：
2.6
作者：
Haebig, Eileen;Leonard, Laurence B.;Weber, Christine
通讯作者：
Weber, Christine
影响因子：
56.9
作者：
Karpicke, Jeffrey D.;Roediger, Henry L., III
通讯作者：
Roediger, Henry L., III
DOI：
10.1044/1092-4388(2004/083
发表时间：
2004-10-01
影响因子：
2.6
作者：
Gray, S
通讯作者：
Gray, S
DOI：
10.1037/0278-7393.34.4.918
发表时间：
2008-07-01
影响因子：
2.6
作者：
Butler, Andrew C.;Karpicke, Jeffrey D.;Roediger, Henry L., III
通讯作者：
Roediger, Henry L., III