Long-Term Retention of Words by Children with Language Impairment
语言障碍儿童对单词的长期记忆
基本信息
- 批准号:9305733
- 负责人:
- 金额:$ 15.07万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2017
- 资助国家:美国
- 起止时间:2017-07-06 至 2020-06-30
- 项目状态:已结题
- 来源:
- 关键词:AchievementAddressAffectChildCognitiveDataDevelopmentEffectiveness of InterventionsExposure toFeedbackFosteringGoalsImpairmentIndividualInterventionKnowledgeLanguageLearningLightMeasuresMemoryMemory impairmentNatureOccupational StatusParentsPopulationResearchRetrievalShort-Term MemorySocial FunctioningTestingTimeTrainingVocabularyWorkclinical practiceeffectiveness measureexperimental studyforgettingimprovedknowledge baselanguage impairmentlong term memorymemory processnovelphonologypost interventionprogramspublic health relevanceskillssuccessword learning
项目摘要
Project Summary/Abstract
Vocabulary learning is a pervasive and persistent problem for individuals with language impairment (LI). This challenge has
meaningful consequences as vocabulary knowledge is related to academic success, occupational status, and social functioning.
To provide effective vocabulary interventions, it is vital that we understand how the cognitive mechanisms underlying LI
contribute to vocabulary learning. There is robust evidence that impaired short-term and working memory are primary barriers
to word learning for individuals with LI. However, we lack an understanding of potential retention deficits, as the ability to
retain taught material is rarely measured weeks, months, or years post-training. Relatedly, training strategies have differential
effects on short-term and long-term retention for children with typical development (TD). However, we know little about how
these strategies affect children with LI as long-term retention is rarely assessed. Given the time that clinicians, parents, and
children invest in interventions and their potential lifelong benefits, it is essential that we determine the most effective and
efficient training strategies to foster long-term retention of children with LI. To address these gaps in the knowledge base, the
broad objective of this research program is to improve the retention, generalization, and integration of words for children with
LI. The current project focuses on understanding and improving retention through the following specific aims. 1-To compare
learning and forgetting rates of words by children with and without LI, and 2-To identify the aspects of training that enhance
long-term retention of words by children with LI. The research strategy involves two experiments in which children with and
without LI are taught novel word-object pairs and then tested across various retention intervals (e.g., two weeks, one month).
Two aspects of training show robust effects on long-term retention in typical populations will be assessed in children with LI,
timing of exposures and type of engagement with materials. The effect of these factors on the retention of words by children
with LI will be assessed. This research will advance our understanding of the cognitive mechanisms underlying language
impairments by identifying whether children with LI have deficits in short-term memory alone or have deficits in both short-
term and long-term memory. The current work will also demonstrate how type and timing of training affects long-term
retention in children with LI, which will lead to improved treatment of language impairment. Thus, the achievement of the
specific aims will advance both research and clinical practice for children with LI.
项目总结/摘要
词汇学习是语言障碍者普遍存在的问题。这一挑战
有意义的后果,因为词汇知识与学业成功,职业地位和社会功能有关。
为了提供有效的词汇干预,我们必须了解第二语言习得的认知机制
有助于词汇学习。有强有力的证据表明,短期记忆和工作记忆受损是主要障碍
to word字learning学习for individuals个人with LI.然而,我们缺乏对潜在保留缺陷的理解,因为
保留教学材料很少在培训后数周、数月或数年进行衡量。与此相关的是,培训策略
对具有典型发展(TD)的儿童的短期和长期保持的影响。然而,我们对如何
这些策略影响LI儿童,因为很少评估长期保持。考虑到临床医生、家长和
儿童投资于干预措施及其潜在的终身利益,我们必须确定最有效的,
有效的培训策略,以促进与LI儿童的长期保留。为了填补知识库中的这些空白,
这项研究计划的广泛目标是提高儿童对单词的记忆、概括和整合能力,
李目前的项目侧重于通过以下具体目标了解和提高保留率。1-比较
有和没有LI的儿童的单词学习和遗忘率,以及2-确定训练的各个方面,
长期保持与LI儿童的话。研究策略包括两个实验,
没有LI的情况下被教导新的单词-对象对并且然后在各种保持间隔上进行测试(例如,两周,一个月)。
训练的两个方面显示了对典型人群长期保持的强大影响,将在LI儿童中进行评估,
暴露的时间和接触材料的类型。这些因素对儿童词汇记忆的影响
将被评估。这项研究将促进我们对语言背后的认知机制的理解
通过确定LI儿童是否仅在短期记忆方面存在缺陷或在短期记忆和短期记忆方面都存在缺陷,
长期和长期记忆。目前的工作还将证明培训的类型和时间安排如何影响长期的
这将有助于改善语言障碍儿童的记忆力,从而改善对语言障碍的治疗。因此,
具体的目标将推动LI儿童的研究和临床实践。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Katherine Ruth Gordon其他文献
Katherine Ruth Gordon的其他文献
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{{ truncateString('Katherine Ruth Gordon', 18)}}的其他基金
Context Effects on Word Learning and Generalization
语境对单词学习和泛化的影响
- 批准号:
8779517 - 财政年份:2014
- 资助金额:
$ 15.07万 - 项目类别:
Context Effects on Word Learning and Generalization
语境对单词学习和泛化的影响
- 批准号:
9062297 - 财政年份:2014
- 资助金额:
$ 15.07万 - 项目类别:
Context Effects on Word Learning and Generalization
语境对单词学习和泛化的影响
- 批准号:
8881951 - 财政年份:2014
- 资助金额:
$ 15.07万 - 项目类别:
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