With or without Feedback?-How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder.
With or without Feedback?-How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder.
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DOI：
10.3390/brainsci13091263
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发表时间：
2023-08-30
期刊：
影响因子：
3.3
通讯作者：
中科院分区：
文献类型：
--
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语言习得依赖于处理和学习概率信息的能力，通常通过整合表现反馈。发育性语言障碍（DLD）儿童在概率学习和反馈处理方面都表现出弱点，但在这一人群中，对每种技能的个体影响知之甚少。本研究探讨了学龄儿童DLD（n = 29）和年龄和性别匹配的儿童与典型的发展（TD; n = 44）的视觉概率分类学习任务提出和没有反馈。在基于反馈的任务版本中，儿童在任务的训练阶段接受逐个试验的表现反馈。在无反馈版本中，孩子们在看到标有绿色边框的正确选择后做出反应，并且没有反馈。在基于反馈的训练后，TD儿童的准确率高于DLD儿童，而在无反馈训练后，两组儿童的准确率相似。事件相关电位（ERP）的分析提供了对刺激编码过程的深入了解。无反馈任务主要由额叶慢波（FSW）和晚顶叶成分（LPC），这是没有两组之间的差异。以反馈为基础的任务占主导地位的顶叶慢波（PSW）和LPC，这两个被发现是更大的TD比DLD组。总之，结果表明，参与反馈促进TD儿童的学习，但不是DLD儿童。当不需要处理反馈时，DLD儿童表现出与TD同龄人相似的行为和神经生理反应。
Language acquisition depends on the ability to process and learn probabilistic information, often through the integration of performance feedback. Children with developmental language disorder (DLD) have demonstrated weaknesses in both probabilistic learning and feedback processing, but the individual effects of each skill are poorly understood in this population. This study examined school-aged children with DLD (n = 29) and age- and gender-matched children with typical development (TD; n = 44) on a visual probabilistic classification learning task presented with and without feedback. In the feedback-based version of the task, children received performance feedback on a trial-by-trial basis during the training phase of the task. In the feedback-free version, children responded after seeing the correct choice marked with a green border and were not presented with feedback. Children with TD achieved higher accuracy than children with DLD following feedback-based training, while the two groups achieved similar levels of accuracy following feedback-free training. Analyses of event-related potentials (ERPs) provided insight into stimulus encoding processes. The feedback-free task was dominated by a frontal slow wave (FSW) and a late parietal component (LPC) which were not different between the two groups. The feedback-based task was dominated by a parietal slow wave (PSW) and an LPC, both of which were found to be larger in the TD than in the DLD group. In combination, results suggest that engagement with feedback boosts learning in children with TD, but not in children with DLD. When the need to process feedback is eliminated, children with DLD demonstrate behavioral and neurophysiological responses similar to their peers with TD.
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