The Dynamics of Word Learning in Children with Developmental Language Impairment

语言发展障碍儿童的单词学习动态

• 批准号: 10194443
• 负责人: Karla McGregor
• 金额: $ 47.58万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-23 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10194443
• 关键词: Address; Adolescence; Affect; Age; Child; Client; Cognitive; Communication; Data; Development; Developmental Process; Disadvantaged; Eye; Future; Goals; Growth; Hearing; Intervention; Knowledge; Language Development; Learning; Light; Link; Literature; Longitudinal Studies; Mission; Names; Outcome; Partner in relationship; Population; Process; Public Health; Research; Rice; Schools; Specific qualifier value; Standardization; Testing; Text; Therapeutic Intervention; Time; To specify; United States; United States National Institutes of Health; Vocabulary; Work; base; classical conditioning; cognitive development; cognitive process; design; disability; educational atmosphere; effective intervention; innovation; knowledge base; language impairment; longitudinal design; peer; prevent; preventive intervention; rate of change; satisfaction; social; social disadvantage; specific language impairment; success; word learning

Primary developmental language impairment (LI) affects over 3 million children in the U.S., many of whom are disadvantaged socially and academically by small and shallow vocabularies. Currently, little is known about how the word learning processes of people with LI changes over development. This critical gap in the knowledge base prevents the design of vocabulary interventions that are developmentally appropriate. The design of such interventions is the long-term goal. The current objective is to discover how the word learning of children with LI changes over developmental time. The central hypothesis is that the challenge of word learning at different ages varies with the word-learning situation, the component of the word to be learned, and the development of underlying cognitive mechanisms. The project designed to test this hypothesis compares children with LI to age-mates with normal language development as they learn and retain new words over the course of one week during each of four years beginning at age six. This approach is innovative because it departs from the status quo by examining learning longitudinally. The project involves two specific aims: 1) to establish a developmental trajectory of word learning associated with LI that determines a) how learning and development vary with the learning situation and b) how learning and development vary with the component of the word to be learned; and 2) to specify the cognitive mechanisms underlying this developmental trajectory. The expected contribution is a more nuanced and comprehensive understanding of the word learning challenges associated with LI and how these challenges change during a crucial period, the first years of formal schooling. This contribution is significant because it is expected to advance and expand understanding of the dynamic interaction between word learning and cognitive development. Vocabulary interventions are not currently tailored to focus on the most critical aspects of the problem at the given developmental level of the client with LI because of ignorance about what is critical and when. By addressing this issue, this project will offer new possibilities for tailoring preventive and therapeutic interventions in light of the child's developmental needs.

在美国，原发性发育性语言障碍（LI）影响着300多万儿童，其中许多儿童患有先天性语言障碍

项目成果

What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning.

• DOI: 10.1111/cogs.13094
• 发表时间: 2022-03
• 期刊: COGNITIVE SCIENCE
• 影响因子: 2.5
• 作者: McGregor, Karla K.;Smolak, Erin;Jones, Michelle;Oleson, Jacob;Eden, Nichole;Arbisi-Kelm, Timothy;Pomper, Ronald
• 通讯作者: Pomper, Ronald

Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.

直接指导可改善患有发展性语言障碍的儿童的单词学习。

• DOI: 10.1044/2022_jslhr-22-00300
• 发表时间: 2022
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Pomper,Ron;McGregor,KarlaK;Arbisi-Kelm,Timothy;Eden,Nichole;Ohlmann,Nancy
• 通讯作者: Ohlmann,Nancy

The Relationship Between Speech Perception, Speech Production, and Vocabulary Abilities in Children: Insights From By-Group and Continuous Analyses.

儿童言语感知、言语产生和词汇能力之间的关系：来自分组和连续分析的见解。

• DOI: 10.1044/2022_jslhr-22-00441
• 发表时间: 2023
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Hearnshaw,Stephanie;Baker,Elise;Pomper,Ron;McGregor,KarlaK;Edwards,Jan;Munro,Natalie
• 通讯作者: Munro,Natalie

Optimising word learning in post-secondary students with Developmental Language Disorder: The roles of retrieval difficulty and retrieval success during training.

• DOI: 10.1080/17549507.2020.1812719
• 发表时间: 2021-08
• 期刊: International journal of speech-language pathology
• 影响因子: 1.8
• 作者: Gordon KR;McGregor KK;Arbisi-Kelm T
• 通讯作者: Arbisi-Kelm T

I remembered the chorm! Word learning abilities of children with and without phonological impairment.

我记住了合唱！

• DOI: 10.1111/1460-6984.12967
• 发表时间: 2023
• 期刊: International journal of language & communication disorders
• 影响因子: 2.4
• 作者: Hearnshaw,Stephanie;Baker,Elise;Pomper,Ron;McGregor,KarlaK;Edwards,Jan;Munro,Natalie
• 通讯作者: Munro,Natalie