Memory and Word Learning

描述(由申请人提供)：本研究计划的长期目标是对与发展性语言障碍(LI)相关的词汇问题做出全面的解释。目前的目标是研究支持单词学习的三个记忆过程：编码、巩固和提取。编码是依赖经验的过程，通过它形成新的记忆，之后是巩固，这是一个较慢的独立于经验的过程，通过这个过程，脆弱的新记忆被稳定、增强并整合到相关记忆的网络中。对新学习的信息的后续检索可以进一步加强记忆痕迹，并且可以启动重新编码和重新巩固的过程。中心假设是，词汇学习问题的特点是经验依赖的记忆过程的缺陷的结果。独立于经验的流程不受影响。仅这一缺陷就足以在较短和较长的记忆间隔内损害单词学习，最终导致词汇量较小和较浅。本研究的具体目标是：1)确定学习者使用LI的经验依赖和独立记忆过程的完整性；2)确定在LI学习者中促进最佳编码的经验；3)描述(重新)编码、(Re)巩固和保持间隔之间的复杂交互作用，这些交互作用最终导致学习者对LI的保留较差或较强。研究策略包括一系列六个训练实验，其中支持单词学习和记忆的记忆过程在一周的过程中被详细描述。训练曝光的数量和类型的操纵允许确定最佳编码体验。所有的实验都会将大学生与李的对比，与未受影响的大学生进行比较。三种不同的测试计划允许测量编码、合并的所有三个阶段以及重新编码/重新合并。

DESCRIPTION (provided by applicant): The long-term goal of this research program is to develop a full explanation of the vocabulary problems associated with developmental language impairment (LI). The current objective is to examine three memory processes that support word learning: encoding, consolidation, and retrieval. Encoding, the experience-dependent process via which a new memory is formed, is followed by consolidation, the slower experience-independent process via which the fragile new memory is stabilized, enhanced and integrated into a network of related memories. Subsequent retrieval of the newly learned information can further strengthen the memory trace and can set in motion the processes of re-encoding and re-consolidation. The central hypothesis is that the word learning problems that characterize LI are a consequence of deficits in experience-dependent memory processes. Experience-independent processes are not affected. This deficit alone is enough to impair word learning over shorter and longer retention intervals and to result, ultimately, in a small and shallow vocabulary. The specific aims are to 1) determine the integrity of experience-dependent and -independent memory processes of learners with LI; 2) identify experiences that promote optimal encoding among learners with LI; and 3) describe the complex interactions between (re)encoding, (re)consolidation, and retention interval that culminate in poorer or stronger retention among learners with LI. The research strategy involves a series of six training experiments wherein the memorial processes that support word learning and retention are detailed across the course of a single week. Manipulation of the number and type of training exposures allows determination of optimal encoding experiences. All experiments will involve comparisons of college students with LI to college students who are unaffected. Three different schedules of testing allow measurement of encoding, all three stages of consolidation, and re-encoding/reconsolidation.