Memory and Word Learning

描述（由申请人提供）：本研究项目的长期目标是对发展性语言障碍（LI）相关的词汇问题进行全面的解释。当前的目标是研究支持单词学习的三个记忆过程：编码、巩固和检索。编码是依赖于经验的过程，新记忆是通过这个过程形成的。随后是巩固，这是一个较慢的独立于经验的过程，脆弱的新记忆通过这个过程得到稳定、增强并整合到相关记忆网络中。随后对新学习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，单词学习问题的特征李是经验依赖记忆过程缺陷的结果。与经验无关的过程不受影响。这种缺陷本身就足以在短时或长时间的记忆间隔中损害单词学习，最终导致词汇量又小又浅。具体目标是：1)确定习得者经验依赖型和非经验依赖型记忆过程的完整性；2)识别促进习得者最佳编码的经验；3)描述了（重新）编码、（重新）巩固和记忆间隔之间复杂的相互作用，这些相互作用最终导致习得者的记忆能力较差或较强。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课程中被详细描述。操纵训练暴露的数量和类型可以确定最佳的编码经验。所有的实验都将包括将患有LI的大学生与未受影响的大学生进行比较。三种不同的测试时间表允许测量编码、所有三个巩固阶段以及重新编码/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.