The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice
The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice
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DOI：
10.1044/2021_jslhr-20-00485
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发表时间：
2021-08-01
影响因子：
2.6
通讯作者：
Weber, Christine
中科院分区：
文献类型：
--
作者：
Haebig, Eileen;Leonard, Laurence B.;Weber, Christine
目的：最近的行为研究已经证明了在儿童学习任务中实施检索练习的有效性。这些方法表明，重复间隔检索（RSR）在促进儿童学习单词形式和意义信息方面特别有效。本研究进一步探讨了检索练习如何在行为和神经水平上促进词义信息的学习。方法：对20名正常发育的学龄前儿童进行词汇学习，采用即时检索（IR）学习计划和部分词汇的即时检索（RSR）学习计划。除了标签之外，孩子们还被教授了每个项目的两个任意语义特征。在教学阶段之后，使用回忆测试来测试儿童的学习。此外，在为期一周的随访中，给孩子们提供了图片和一个听觉句子，这些句子正确地标记了项目，但陈述了正确或错误的语义信息。事件相关脑电位（ERPs）被锁定在单词出现的时间上。儿童提供了语义特征是否与项目正确配对的言语判断。结果：儿童对RSR学习计划中所教内容的标签和语义特征的记忆量高于IR学习计划。erp还区分了学习时间表。不匹配的标签-意义配对在两种学习条件下都诱发了N400和后期正成分（LPC）；然而，相对于RSR错配的标签意义配对，错配的RSR对引发的N400起效更早，LPC持续时间更长。这些ERP时间上的差异表明，与IR学习计划相比，儿童在RSR学习计划中学习的单词处理效率更高。结论：间隔检索练习促进了词形和词义信息的学习。研究结果为更好地理解学龄前儿童对新学语义信息的处理奠定了必要的基础。补充资料：https://doi.org/10.23641/asha。15063060
Purpose: Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method: Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results: Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label-meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label-meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions: Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material: https://doi.org/10.23641/asha. 15063060