Improving Vocabulary Learning through Working Memory Training: Examination of Causal Effects and Learning Trajectories

教育中最大的挑战之一是促进口语的发展。特别是，词汇学习是发展高阶口语和读写能力的关键。来自理论和循证方法的新见解将帮助孩子们建立这一基本技能，从而确保在学校取得成功。为此，研究人员将考察词汇学习在多大程度上受到认知因素（即工作记忆）和环境因素（即输入频率和质量）的影响。本研究的两个主要目标是开发和研究幼儿工作记忆训练的可行性，以及开发词汇学习的工作记忆训练，以减轻通常与低社会经济背景（SES）儿童相关的贫困投入的影响。本项目主要研究认知（即工作记忆）在幼儿词汇学习中的因果作用。在第一年，研究人员将开发几个儿童友好的、有吸引力的工作记忆训练模块，以检验工作记忆训练是否能提高词汇学习的总体水平，以及低社会经济地位背景的儿童的工作记忆。在第二年，培训模块将在一个小规模的试点试验中实施，儿童被随机分配到四个条件中：(1)工作记忆训练；(2)词汇训练；(3)工作记忆与词汇结合训练；(4)一切照旧的控制。该研究结果有望为词汇学习中工作记忆因果模型的发展提供概念证明，从而为改善词汇学习的干预措施的开发和设计提供信息。

One of the biggest challenges in education is promoting oral language development. In particular, vocabulary learning is key for the development of higher-order oral language and literacy skills. New insights from theory and evidence-based approaches will help children build this foundational skill which in turn will ensure success in school. To this end, researchers will examine the extent to which vocabulary learning is influenced by a cognitive factor (i.e., working memory) and an environmental factor (i.e., input frequency and quality). The two primary goals are to develop and examine the feasibility of implementing working memory training for young children, and to develop working memory training on vocabulary learning, with the potential of mitigating effects of impoverished input often associated with children from low socio-economic (SES) backgrounds. This project focuses on the causal role of cognition (i.e., working memory) in vocabulary learning for young children. In the first year, the researchers will develop several child-friendly and engaging working memory training modules to examine whether working memory training improves vocabulary learning in general, as well as working memory for children from low SES backgrounds. In the second year, the training modules will be implemented in a small-scale pilot trial where children are randomly assigned to four conditions: (1) working memory training; (2) vocabulary training; (3) combined training on working memory and vocabulary; and (4) business-as-usual control. The findings are expected to provide proof-of-concept for development of a causal model of working memory in vocabulary learning, which can inform the development and design of interventions to improve vocabulary learning.