Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules
Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules
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DOI：
10.1044/2018_jslhr-l-18-0071
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发表时间：
2019-04-01
影响因子：
2.6
通讯作者：
Weber, Christine
中科院分区：
文献类型：
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作者：
Haebig, Eileen;Leonard, Laurence B.;Weber, Christine
目的：检索实践已被发现是一个强大的战略，以提高长期保留的新信息，然而，检索实践的效用时，教幼儿新的单词在很大程度上是未知的，甚至更少是已知的幼儿语言障碍。本研究从行为和神经水平探讨了两种不同的提取时间表对词汇学习的影响。方法：被试包括16名发育正常儿童（M-TD = 61.58个月）和16名发育性语言障碍儿童（M-DLD = 59.60个月）。孩子们参加了新的单词学习课程，其中检索练习的间隔被操纵：一些单词只有在其他单词出现后才被检索（即，重复检索，需要上下文恢复（RRCR））;其他人被教导使用立即检索时间表。实验一分别在延迟5 min和延迟1周后考察儿童对新词语标签及其意义的回忆。在实验2中，事件相关的脑电位获得了一个匹配不匹配的任务，利用新的单词stimulation.Results：实验1的研究结果表明，儿童能够标记的参考和保留新的单词更成功，如果在RRCR学习条件下的话。实验2的研究结果表明，不匹配的图片-单词配对引起了一个强大的N400事件相关的脑电位，只有在RRCR条件下教的话。此外，孩子们更准确地识别图片-单词匹配和不匹配的话教RRCR条件，相对于即时retrieval condition.Conclusions：检索实践，需要上下文恢复通过间距结果在增强单词学习和长期保留的话。典型的发育中的儿童和发育性语言障碍的儿童都受益于这种类型的检索程序。
Purpose: Retrieval practice has been found to be a powerful strategy to enhance long-term retention of new information; however, the utility of retrieval practice when teaching young children new words is largely unknown, and even less is known for young children with language impairments. The current study examined the effect of 2 different retrieval schedules on word learning at both the behavioral and neural levels.Method: Participants included 16 typically developing children (M-TD = 61.58 months) and 16 children with developmental language disorder (M-DLD = 59.60 months). Children participated in novel word learning sessions in which the spacing of retrieval practice was manipulated: Some words were retrieved only after other words had been presented (i.e., repeated retrieval that required contextual reinstatement [RRCR)); others were taught using an immediate retrieval schedule. In Experiment 1, children's recall of the novel word labels and their meanings was tested after a 5-min delay and a 1-week delay. In Experiment 2, event-related brain potentials were obtained from a match-mismatch task utilizing the novel word stimuli.Results: Experiment 1 findings revealed that children were able to label referents and to retain the novel words more successfully if the words were taught in the RRCR learning condition. Experiment 2 findings revealed that mismatching picture-word pairings elicited a robust N400 event-related brain potential only for words that were taught in the RRCR condition. In addition, children were more accurate in identifying picture-word matches and mismatches for words taught in the RRCR condition, relative to the immediate retrieval condition.Conclusions: Retrieval practice that requires contextual reinstatement through spacing results in enhanced word learning and long-term retention of words. Both typically developing children and children with developmental language disorder benefit from this type of retrieval procedure.