Retrieval-Based Word Learning in Autism Spectrum Disorder

自闭症谱系障碍中基于检索的单词学习

• 批准号: 10579116
• 负责人: Eileen Katherine Haebig
• 金额: $ 17.86万
• 依托单位: LOUISIANA STATE UNIV A&M COL BATON ROUGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10579116
• 关键词: 8 year old; Address; Adult; Categories; Cattle; Child; Clinical; Cognitive; Cognitive Science; Color; Comprehension; Development; Educational process of instructing; Evidence based intervention; Future; Goals; Image; Individual; Knowledge; Label; Language; Language Development; Language Development Disorders; Learning; Literature; Memory; Modality; Names; Performance; Phase; Population; Positioning Attribute; Production; Quality of life; Research; Retrieval; Schedule; Semantics; Severities; Stimulus; Symptoms; Techniques; Testing; Time; Vocabulary; Work; autism spectrum disorder; autistic children; base; clinical practice; flexibility; functional independence; improved; infancy; language impairment; lexical; novel; phonology; psychologic; response; skills; sound; success; theories; traditional therapy; word learning

PROJECT SUMMARY/ABSTRACT Many children with autism spectrum disorders (ASD) have word-learning difficulties, with particular weaknesses in developing rich semantic representations over time that can be flexibly applied to new contexts. This negatively impacts academic performance, functional independence, and quality of life. Despite this, there are very few evidence-based intervention techniques that have been directly examined in children with ASD. Within the psychological learning literature, there is a promising teaching technique that highlights not only the input that individuals receive when learning but also opportunities to recall or produce newly taught information. The retrieval of new information is not only important for the assessment of learning, but for learning itself. It is believed that effortful retrieval practice (repeated spaced retrieval RSR) enhances encoding because retrieval of new information prompts individuals to identify features of the word or concept that are necessary to reconstruct the material, which leads to an enriched and potentially elaborated memory trace to support future retrievals. Although retrieval practice studies have yielded robust learning effects in adults, its application to child learning is in its infancy. Given the striking learning effects that have been documented in adults and some emerging findings in children with developmental language disorder, retrieval practice has great potential to enhance word learning in children with ASD. RSR holds promise for children with ASD because its use has been found to facilitate not only learning of word form (corresponding to the sounds that comprise a word), but also word meaning (corresponding to semantic features associated with the newly taught word), which is a particular weakness in children with ASD. Also, RSR may be a key clinical approach to use with children with ASD because it has been found to strengthen not only item-specific learning (e.g., labeling pictured referents that were explicitly taught), but also to enable generalization (e.g., correctly applying newly taught adjectives to novel referents or labels to different referents of the same kind). Thus, Study 1 will assess whether RSR of newly taught labels (nouns) results in more robust learning of word form and meaning of nouns relative to a learning schedule that has the same amount of study without retrieval (repeated study, RS). Also, Study 1 will examine whether RSR promotes generalization in children with ASD in a task that tests children's extension of labels to referents that are similar to but distinct from the referents that were explicitly taught. Study 2 will assess whether RSR facilitates adjective learning, which allows for more stringent analysis of broader language learning and generalization. Across Studies 1 and 2, addressing specific aim 3, we will examine generalization using pictures of similar referents (Study 1) or similar attributes on novel referents (Study 2). Lastly, we will assess whether ASD severity moderates the RSR effect, after controlling for cognitive and language abilities, addressing specific aim 4. Findings from this study will inform our theoretical understanding of language acquisition in children with ASD and will lead to clear clinical implications.

项目总结/摘要 许多患有自闭症谱系障碍（ASD）的儿童有单词学习困难，特别是 随着时间的推移，开发丰富的语义表示，可以灵活地应用于新的上下文的弱点。 这对学习成绩、功能独立性和生活质量产生了负面影响。尽管如此，在 很少有以证据为基础的干预技术直接在ASD儿童中进行检查。 在心理学习文献中，有一种很有前途的教学技巧，它不仅突出了 个人在学习时接受输入，而且还有机会回忆或产生新教过的信息。 新信息的检索不仅对学习的评估很重要，而且对学习本身也很重要。是 我认为，努力的提取练习（重复间隔提取RSR）增强了编码，因为提取 新信息的出现促使人们识别单词或概念的必要特征， 重建材料，这导致了丰富和潜在的详细记忆痕迹，以支持未来 检索。虽然检索实践研究在成人中产生了强大的学习效果，但其应用于 儿童的学习还处于初期阶段。考虑到在成人中记录的惊人的学习效果， 一些新的发现在儿童发展性语言障碍，检索实践有很大的潜力 来提高自闭症儿童的词汇学习能力RSR对ASD儿童有希望，因为它的使用 人们发现它不仅有助于学习单词形式（对应于组成单词的声音），而且 还有词义（对应于与新教单词相关联的语义特征），这是一个 尤其是ASD儿童的弱点。此外，RSR可能是一个关键的临床方法，用于儿童与 ASD是因为它不仅可以加强特定项目的学习（例如，标记图示参照物 明确教导的），而且还能够实现泛化（例如，正确运用新教的形容词， 对同一种类的不同指称物的新指称物或标记）。因此，研究1将评估RSR是否为 新教授的标签（名词）导致更强大的学习词的形式和意义的名词相对于一个 学习时间表，具有相同的学习量而没有检索（重复学习，RS）。此外，研究1将 检查RSR是否促进ASD儿童在测试儿童的扩展任务中的泛化。 标签指向与明确教导的对象相似但不同的对象。研究2将 评估RSR是否有助于形容词学习，这允许更严格地分析更广泛的 语言学习和概括。在研究1和2中，针对具体目标3，我们将研究 使用相似参照物的图片（研究1）或新参照物的相似属性（研究2）进行概括。 最后，我们将评估在控制了认知和认知功能后，ASD的严重程度是否会调节RSR效应。 语言能力，解决具体目标4.这项研究的结果将为我们的理论理解提供信息 语言习得的自闭症儿童，并将导致明确的临床意义。