权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Retrieval-Based Word Learning in Developmental Language Disorder

发展性语言障碍中基于检索的单词学习

基本信息

批准号：
10677561
负责人：
Laurence Baker Leonard
金额：
$ 51.13万
依托单位：
PURDUE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-01 至 2026-08-31
项目状态：
未结题

项目摘要

Children with developmental language disorder (DLD; also referred to was children with specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children’s academic, social, and eventual economic well-being. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD in an effort to understand the nature of these difficulties. The goal of the project is to build on our work accomplished in the first five years to determine whether, as we have found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. The planned studies seek to increase the children’s absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning. We also adapt our learning procedures to an illustrated storybook format to promote children’s engagement with the materials to be learned. Finally, we will determine if our repeated retrieval procedures continue to prove superior when the words to be learned move from the single-word level to appearing in sentences from the outset. Of special interest will be whether repeated retrieval activities narrow the differences between children with DLD and their typically developing peers relative to other word learning procedures. If the planned studies reveal larger word learning gains than current methods, repeated retrieval activities can serve as the basis for the development of new methods of treatment for children with word learning difficulties.

患有发育性语言障碍（DLD）的儿童;也指患有特定语言障碍的儿童。语言障碍）在语言能力方面经历了长期的严重缺陷，对孩子的学业、社会和最终的经济福祉有害。单词学习是这些孩子的主要弱点之一这个项目的重点是单词学习四岁和五岁的DLD儿童的能力，以努力了解DLD的性质。这些困难。该项目的目标是建立在我们在前五年完成的工作基础上，多年来，以确定是否，因为我们已经发现到目前为止，特别好处时，这些在学习过程中，孩子们必须经常回忆新引入的单词。的计划中的研究旨在提高儿童的绝对学习水平，同时保持重复检索比比较学习方法更有优势。我们也适应我们的学习程序，以插图故事书的形式，以促进儿童的参与要学习的材料。最后，我们将确定我们的重复检索程序当要学习的单词从单个单词水平移动到从一开始就出现在句子中。特别感兴趣的是，活动缩小了DLD儿童与其典型发育同龄人之间的差异相对于其他单词学习程序。如果计划中的研究揭示了更大的单词学习收益比目前的方法，重复检索活动可以作为基础，为有文字学习困难的儿童开发新的治疗方法。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Contributions of Immediate Retrieval and Spaced Retrieval to Word Learning in Preschoolers with Developmental Language Disorder.

DOI：
10.1177/23969415221077652
发表时间：
2022-01
期刊：
AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS
影响因子：
0
作者：
Leonard, Laurence B.;Kueser, Justin B.;Deevy, Patricia;Haebig, Eileen;Karpicke, Jeffrey D.;Weber, Christine
通讯作者：
Weber, Christine

A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.

DOI：
10.1186/s11689-021-09368-z
发表时间：
2021-05-15
期刊：
Journal of neurodevelopmental disorders
影响因子：
4.9
作者：
Leonard LB;Christ SL;Deevy P;Karpicke JD;Weber C;Haebig E;Kueser JB;Souto S;Krok W
通讯作者：
Krok W

Word-learning trajectories influence long-term recall in children with developmental language disorder and typical development.

单词学习轨迹影响患有发育性语言障碍和典型发育的儿童的长期记忆。