Factors That Influence Word Learning

描述：这项研究将测量工作记忆对儿童如何 特殊语言障碍(SLI)和典型的发育中儿童学习单词。工作记忆可以被认为是当一个人听到一个新单词时发生的事情，以及当这个单词作为长期记忆的一部分存储时发生的事情。尽管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(语音环路和视觉空间素描本)有可能成为SLI儿童单词学习问题的来源。对单词学习问题来源的验证将导致显著不同的治疗方案。这项研究的结果将是朝着为有学习失败风险的儿童制定微调干预和教育计划迈出的一步。这项建议的具体目标是：1：确定语音环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)。2：确定视觉空间素描本的操作如何影响特定语言障碍儿童的单词学习(语义表征)。这项研究将招募SLI儿童和语言技能正常的儿童。将使用电脑游戏形式来测试孩子们在不同单词学习任务中的技能。我们将对表达能力和接受能力以及词汇和语义两方面进行测量。Baddeley(2003)工作记忆模型的特定组成部分将被操纵，以找出SLI儿童的问题所在。主效应和拟议的交互作用将通过方差分析进行检验。结果将根据这一理论模型进行分析。这项研究的长期目标是更好地了解儿童，特别是SLI儿童是如何学习单词的。这项建议旨在找出与单词学习相关的具体问题，以便最终为残疾儿童创造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.