Factors That Influence Word Learning

影响单词学习的因素

• 批准号: 7452448
• 负责人: MARY ALT
• 金额: $ 7.55万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7452448
• 关键词: Affect; Analysis of Variance; Cereals; Child; Child Language; Computers; Disadvantaged; Educational Intervention; Enrollment; Failure; Future; Gray unit of radiation dose; Hearing; Intervention; Language; Lead; Learning; Light; Link; Measurement; Measures; Memory impairment; Modeling; Names; Nature; Neuro-Oncological Ventral Antigen 2; Persons; Phonetics; Principal Investigator; Research; Rice; Risk; Semantics; Short-Term Memory; Source; Techniques; Testing; Theoretical model; Thinking; Work; lexical; long term memory; phonology; programs; skills; social; specific language impairment; visual information

DESCRIPTION: This study will measure the influence of working memory on how children with Specific Language Impairment (SLI) and typically developing children learn words. Working memory can be thought of as what happens in between when a person hears a new word, and when that word is stored as part of a long term memory. Although several models of working memory exist, Baddeley's (2003) working memory model is most often invoked to explain word learning deficits. Two components of this model (the phonological loop and the visuo-spatial sketchpad) have the potential to be sources of word learning problems for children with SLI. Verification of the source of word learning problems would lead to significantly different therapy plans. The results from this study will be a step toward developing fine-tuned intervention and educational plans for children who are at risk for academic failure. The specific aims of this proposal are: 1: To determine how manipulations of the phonological loop affect word learning (phonetic word form) in children with Specific Language Impairment. 2: To determine how manipulations of the visuo-spatial sketchpad affect word learning (semantic representation) in children with Specific Language Impairment. This research will enroll children with SLI and children with normal language skills. A computer game format will be used to test the children's skills on different word learning tasks. Measurements will be taken of both expressive and receptive, and lexical and semantic measures. Specific components of Baddeley's (2003) working memory model will be manipulated to see where problems lie for children with SLI. The main effects and proposed interactions will be tested via ANOVA. Results will be analyzed in light of this theoretical model. The long-term aim of this research is to gain a better understanding of how children, particularly those with SLI, learn words. This proposal seeks to identify specific problems related to word learning in order to eventually create focused, effective interventions for impaired children.

描述：这项研究将衡量工作记忆对儿童如何与 特殊语言障碍（SLI）和典型发育中的儿童学习单词。 工作记忆可以被认为是当一个人听到一个新单词时，以及当这个单词被存储为长期记忆的一部分时之间发生的事情。虽然存在几种工作记忆模型，但Baddeley（2003）的工作记忆模型最常被用来解释单词学习缺陷。该模型的两个组成部分（语音回路和视觉空间画板）有可能成为SLI儿童单词学习问题的来源。验证单词学习问题的来源将导致显着不同的治疗计划。这项研究的结果将是为有学习失败风险的儿童制定微调干预和教育计划的一步。本研究的具体目标是：1：确定语音回路的操作如何影响特定语言障碍儿童的单词学习（语音单词形式）。 第二章：目的：探讨视觉空间画板操作对特殊语言障碍儿童词汇学习（语义表征）的影响。 本研究将招募SLI儿童和语言技能正常的儿童。以电脑游戏的形式，测试孩子们在不同的单词学习任务上的技能。测量将采取的表达和接受，词汇和语义的措施。Baddeley（2003）的工作记忆模型的具体组成部分将被操纵，以了解SLI儿童的问题所在。将通过ANOVA检验主效应和拟定相互作用。将根据这一理论模型对结果进行分析。 这项研究的长期目标是更好地了解儿童，特别是SLI儿童如何学习单词。该提案旨在确定与单词学习有关的具体问题，以便最终为受损儿童制定有针对性的有效干预措施。