Memory and Word Learning

描述（由申请人提供）：本研究计划的长期目标是发展与发展性语言障碍（LI）相关的词汇问题的完整解释。目前的目标是检查三个记忆过程，支持单词学习：编码，巩固和检索。编码是一个依赖经验的过程，通过它形成一个新的记忆，然后是巩固，一个缓慢的不依赖经验的过程，通过这个过程，脆弱的新记忆被稳定，增强并整合到一个相关记忆的网络中。随后对新学到的信息的检索可以进一步加强记忆痕迹，并可以启动重新编码和重新巩固的过程。中心假设是，单词学习的问题，LI的特点是在经验依赖的记忆过程中的赤字的后果。独立于经验的过程不受影响。这种缺陷本身就足以在较短或较长的记忆间隔内损害单词学习，最终导致词汇量小而浅。具体的目标是：1）确定与LI学习者的经验依赖和独立的记忆过程的完整性; 2）识别经验，促进学习者与LI的最佳编码;和3）描述（重）编码，（重）巩固，和保留间隔之间的复杂的相互作用，最终在更差或更强的保留与LI学习者。研究策略包括一系列的六个训练实验，其中支持单词学习和记忆的记忆过程在一周的课程中被详细描述。操纵训练曝光的数量和类型允许确定最佳编码体验。所有的实验都将涉及与LI的大学生和未受影响的大学生的比较。三种不同的测试时间表允许测量编码、所有三个巩固阶段和重新编码/重新巩固。

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.