Retrieval-Based Word Learning in Developmental Language Disorder

发展性语言障碍中基于检索的单词学习

• 批准号: 10294051
• 负责人: Laurence Baker Leonard
• 金额: $ 51.13万
• 依托单位: PURDUE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10294051
• 关键词: 5 year old; Age; Assessment tool; Child; Clinical; Cognitive Science; Development; Economics; Foundations; Funding; Goals; Housing; Investigation; Language; Language Development; Language Development Disorders; Learning; Life; Literature; Methods; Nature; Personal Satisfaction; Play; Population; Procedures; Psychology; Research Personnel; Retrieval; Role; Schedule; Semantics; Series; Structure; Work; base; experience; improved; insight; interest; language impairment; learning ability; learning outcome; learning strategy; peer; response; social; specific language impairment; therapy design; word learning

Children with developmental language disorder (DLD; also referred to was children with specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children’s academic, social, and eventual economic well-being. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD in an effort to understand the nature of these difficulties. The goal of the project is to build on our work accomplished in the first five years to determine whether, as we have found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. The planned studies seek to increase the children’s absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning. We also adapt our learning procedures to an illustrated storybook format to promote children’s engagement with the materials to be learned. Finally, we will determine if our repeated retrieval procedures continue to prove superior when the words to be learned move from the single-word level to appearing in sentences from the outset. Of special interest will be whether repeated retrieval activities narrow the differences between children with DLD and their typically developing peers relative to other word learning procedures. If the planned studies reveal larger word learning gains than current methods, repeated retrieval activities can serve as the basis for the development of new methods of treatment for children with word learning difficulties.

发育性语言障碍儿童(DLD；也指患有特殊语言障碍的儿童 语言障碍)在语言能力方面有严重的缺陷，这是长期和 对孩子们的学业、社会和最终的经济福祉有害。单词学习是 这些孩子的主要弱点之一。这个项目的重点是单词学习 4岁和5岁DLD儿童理解DLD本质的能力 这些困难。该项目的目标是在前五年完成的工作的基础上再接再厉 几年来确定，正如我们到目前为止所发现的那样，当这些 在学习的过程中，孩子们必须经常记住新引入的单词。这个 计划中的研究旨在提高儿童的绝对学习水平，同时保持 与比较学习方法相比，重复提取具有优势。我们也适应了 我们的学习程序以图文并茂的故事书形式来促进儿童的参与 带着要学的材料。最后，我们将确定我们的重复检索过程是否 当要学习的单词从单字水平上升到 从一开始就出现在句子中。特别值得关注的是是否重复检索 活动缩小了DLD儿童和他们通常发育的同龄人之间的差异 相对于其他单词学习程序。如果计划中的研究揭示了更大的单词学习 与目前的方法相比，重复检索活动可以作为基础 开发治疗单词学习困难儿童的新方法。