Working Memory and Word Learning in Children with Typical Development and Languag

描述(由申请者提供)：单词知识对说、读、写至关重要，但相当大比例的语言障碍儿童表现出糟糕的单词学习，从而导致糟糕的词汇。由于词汇与阅读理解之间存在因果关系，这是一个重大的国民健康问题。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。短时语音记忆缺陷被认为是单词学习不良的原因之一；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适用性，并使用新的工作记忆和单词学习电池分析了组内和组内的差异。具体目标：(1)建立典型发育的单语英语儿童的工作记忆和单词学习成绩模型；(2)比较西班牙语-英语双语儿童和单语英语儿童的工作记忆和单词学习成绩；(3)比较有特殊语言障碍(SLI)、诵读困难和SLI/读写困难共病的单语英语儿童的工作记忆和单词学习成绩；(4)建立统一的基于工作记忆的单词学习模式；(5)确定基于工作记忆的单词学习亚型是否存在于典型发育的单语英语、西班牙语-英语双语、SLI、诵读困难和SLI/诵读困难组中；(6)确定有效的基于工作记忆的单词学习组合，对研究和临床评估有用。意义：这些目标所积累的理论和临床意义包括：(1)对四种基于理论的儿童工作记忆模型进行基于数据的比较，(2)开发和测试新的基于工作记忆的儿童工作记忆模型，(3)确定说单语英语和双语的西班牙语-英语儿童与SLI、阅读困难和SLI/阅读障碍儿童相比，工作记忆和工作记忆之间的关系，(4)全面描述精心挑选的典型和临床大组中小组之间和小组内的单词学习差异，以及(5)完善基于工作记忆的单词学习单元，用于未来的理论和临床研究。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：(1)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根本缺陷，以便开发有效的治疗方法。通过完成这项研究，我们将提高学龄儿童工作记忆和单词学习的科学知识。 公共卫生关注点大多数有语言障碍的儿童在学习新单词方面有困难，这导致词汇量很差。这对口语发展、阅读理解和写作都有显著的负面影响。这个项目将使用两个新开发的工作记忆和单词学习电池来调查可归因于工作记忆的单词学习不良的潜在原因，这些电池对研究和临床实践有用。

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. PUBLIC HEALTH RELEVANCE Most children with language impairment have difficulty learning new words, which leads to a poor vocabulary. This has strikingly negative consequences for oral language development, reading comprehension, and writing. This project will investigate the underlying causes of poor word learning attributable to working memory using two newly developed working memory and word learning batteries useful for research and clinical practice.