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较差的单词学习能力，因此词汇量也较差。由于词汇与阅读理解之间存在因果关系，因此这是一个重大的全国性健康问题。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良背后的缺陷。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，语音记忆测量解释了与单词学习相关的有限数量的差异。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，并且单词学习的可变性与儿童的工作记忆特征直接相关。为了验证这一假设，我们比较了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在五组儿童中的拟合性，并使用新的工作记忆和单词学习电池分析了组间和组内差异。具体目的：(1)典型发展单语英语儿童的工作记忆和单词学习表现模型；(2)比较西班牙-英语双语儿童和单语英语儿童的工作记忆和单词学习表现；(3)比较有特殊语言障碍（SLI）、阅读障碍及伴发SLI/阅读障碍的单语英语儿童与有TD的单语英语儿童的工作记忆和单词学习表现；(4)建立统一的基于工作记忆的单词学习模型；(5)确定在典型发展的单语英语、西班牙-英语双语、特殊语言阅读障碍、特殊语言阅读障碍和特殊语言阅读障碍组中是否存在基于工作记忆的单词学习亚型；(6)完成一个有效的基于工作记忆的单词学习电池，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)基于数据的四种基于理论的儿童语言记忆模型的比较，(2)基于工作记忆的儿童语言记忆模型的开发和测试，(3)与语言障碍、阅读障碍和语言障碍/阅读障碍儿童相比，单语英语儿童和西班牙-英语双语儿童的语言记忆和语言记忆之间的关系。(4)在精心挑选的大型典型和临床群体中，对群体间和群体内单词学习差异的全面描述；(5)为未来的理论和临床研究改进基于工作记忆的单词学习电池。这些研究涉及心理学、语言科学和教育领域的重要问题，包括需要(1)为儿童提供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)了解单词学习不良的潜在缺陷，以便开发有效的治疗方法。通过完成这项研究，我们将推进学龄儿童工作记忆和单词学习方面的科学知识。