Factors That Influence Word Learning

描述：这项研究将测量工作记忆对患有抑郁症的儿童的影响 特定语言障碍 (SLI) 和典型发育儿童学习单词。 工作记忆可以被认为是一个人听到一个新单词和该单词被存储为长期记忆的一部分之间发生的事情。尽管存在多种工作记忆模型，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（语音循环和视觉空间画板）有可能成为 SLI 儿童单词学习问题的根源。验证单词学习问题的根源将导致显着不同的治疗计划。这项研究的结果将有助于为有学业失败风险的儿童制定微调干预和教育计划。该提案的具体目标是： 1：确定语音循环的操作如何影响有特定语言障碍的儿童的单词学习（语音单词形式）。 2：确定视觉空间画板的操作如何影响患有特定语言障碍的儿童的单词学习（语义表示）。 这项研究将招募患有 SLI 的儿童和具有正常语言技能的儿童。将使用电脑游戏形式来测试孩子们在不同单词学习任务上的技能。测量将包括表达性和接受性、词汇和语义测量。 Baddeley（2003）工作记忆模型的特定组成部分将被操纵，以找出患有 SLI 的儿童的问题所在。主要影响和拟议的相互作用将通过方差分析进行测试。将根据该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（尤其是患有 SLI 的儿童）如何学习单词。该提案旨在找出与单词学习相关的具体问题，以便最终为受损儿童制定有针对性的有效干预措施。

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.