Working Memory and Word Learning in Children with Typical Development and Languag

具有典型发展和语言能力的儿童的工作记忆和单词学习

• 批准号: 8852361
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 2.33万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-02-01 至 2016-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8852361
• 关键词: Accounting; Address; Child; Clinical; Clinical Research; Clinical assessments; Databases; Development; Dyslexia; Future; Goals; Health; Impairment; Knowledge; Language; Language Development; Learning; Measures; Memory; Memory impairment; Methods; Modeling; Oral; Performance; Psychology; Reading; Research; School-Age Population; Scientific Advances and Accomplishments; Short-Term Memory; Testing; Theoretical model; Vocabulary; Writing; base; bilingualism; child battery; clinical practice; clinically significant; effective intervention; effective therapy; phonology; reading comprehension; science education; specific language impairment; success

DESCRIPTION (provided by applicant): Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary. Because vocabulary has a causal relationship with reading comprehension, this presents a significant national health concern. To develop effective interventions we require a clear understanding of the deficits underlying poor word learning. Deficits in short-term phonological memory have been implicated as a causal factor in poor word learning; however, phonological memory measures account for a limited amount of variance associated with word learning. We hypothesize that word learning success depends on the contribution and interaction of all working memory components and that word learning variability is directly related to a child's working memory profile. To test this hypothesis we compare the fit of four theoretical working memory models and four working-memory- based word learning models in five groups of children and analyze between- and within-group differences using new working memory and word learning batteries. Specific Aims: (1) Model working memory and word learning performance in monolingual English-speaking children with typical development (TD); (2) Compare working memory and word learning performance in bilingual Spanish-English children with TD to monolingual English-speaking children with TD; (3) Compare working memory and word learning performance in monolingual English-speaking children with specific language impairment (SLI), dyslexia, and comorbid SLI/dyslexia to monolingual English-speaking children with TD; (4) Develop a unified working memory-based word learning model; (5) Determine whether working memory-based word learning subtypes exist within the typically-developing monolingual English, bilingual Spanish-English, SLI, dyslexia and SLI/dyslexia groups; (6) Finalize an efficient working memory-based word learning battery useful for research and clinical assessments. Significance: The theoretical and clinical significance accrued across these aims includes (1) data-based comparisons of four theoretically-based WM models in children, (2) the development and testing of a new working-memory-based WL model in children, (3) establishing the relationship between WM and WL in monolingual English and bilingual Spanish-English speaking children compared to children with SLI, dyslexia and SLI/dyslexia, (4) a comprehensive description of between- and within-group word learning differences in large, carefully selected typical and clinical groups and (5) the refinement of a working-memory-based word learning battery for future theoretical and clinical research. These studies address important problems in the fields of psychology, language science and education, including the need (1) for comprehensive working memory and word learning batteries for children to support valid and reliable assessment and (2) to under- stand deficits underlying poor word learning so that effective treatments can be developed. By completing this research we will advance scientific knowledge in working memory and word learning in school-age children.

描述（由申请人提供）：单词知识对于口语、阅读和写作至关重要，但相当一部分有语言障碍的儿童表现出单词学习较差，因此词汇量也较差。由于词汇量与阅读理解之间存在因果关系，因此这是一个重大的国民健康问题。为了制定有效的干预措施，我们需要清楚地了解单词学习不佳背后的缺陷。短期语音记忆缺陷被认为是单词学习不良的一个原因。然而，语音记忆测量只能解释与单词学习相关的有限方差。我们假设单词学习的成功取决于所有工作记忆成分的贡献和相互作用，并且单词学习的变异性与孩子的工作记忆概况直接相关。为了检验这一假设，我们比较了五组儿童中四种理论工作记忆模型和四种基于工作记忆的单词学习模型的拟合度，并使用新的工作记忆和单词学习电池分析组间和组内差异。具体目标：（1）对具有典型发展（TD）的单语英语儿童的工作记忆和单词学习表现进行建模； (2) 比较双语西英双语 TD 儿童与单语英语 TD 儿童的工作记忆和单词学习表现； (3) 比较患有特定语言障碍 (SLI)、阅读障碍和共病 SLI/阅读障碍的单语英语儿童与患有 TD 的单语英语儿童的工作记忆和单词学习表现； （4）开发基于统一工作记忆的单词学习模型； (5)确定基于工作记忆的单词学习亚型是否存在于发育典型的英语单语组、西班牙语-英语双语组、SLI、阅读障碍和SLI/阅读障碍群体中； (6) 最终确定一个有效的基于工作记忆的单词学习电池，可用于研究和临床评估。意义：这些目标的理论和临床意义包括（1）对四种基于理论的儿童 WM 模型进行基于数据的比较，（2）开发和测试一种新的基于工作记忆的儿童 WL 模型，（3）与患有 SLI、阅读障碍和 SLI/阅读障碍的儿童相比，建立单语英语和双语西班牙语 - 英语儿童的 WM 和 WL 之间的关系，（4） 描述大型、精心挑选的典型群体和临床群体中组间和组内单词学习的差异，以及（5）为未来的理论和临床研究完善基于工作记忆的单词学习电池。这些研究解决了心理学、语言科学和教育领域的重要问题，包括需要（1）儿童全面的工作记忆和单词学习电池，以支持有效和可靠的评估；（2）了解单词学习不良背后的缺陷，以便开发有效的治疗方法。通过完成这项研究，我们将增进学龄儿童工作记忆和单词学习方面的科学知识。