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

描述（由申请人提供）：单词知识对于口语、阅读和写作至关重要，但相当一部分语言障碍儿童的单词学习能力较差，因此词汇量也较差。因为词汇量与阅读理解有因果关系，这是一个重大的国家健康问题。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的潜在缺陷。短期语音记忆的缺陷已被牵连作为一个因果因素在穷人的单词学习，然而，语音记忆措施占有限的量与单词学习的方差。我们假设，单词学习的成功取决于所有工作记忆组件的贡献和相互作用，单词学习的变异性与儿童的工作记忆档案直接相关。为了验证这一假设，我们比较了四个理论的工作记忆模型和四个工作记忆为基础的单词学习模型在五组儿童和分析组内和组间的差异，使用新的工作记忆和单词学习电池。具体目标：（1）典型发展（TD）单语英语儿童的模型工作记忆和单词学习成绩：（2）比较典型发展（TD）西英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）、阅读障碍、（4）建立一个统一的基于工作记忆的单词学习模型：（5）确定在典型发展的单语英语、西班牙语-英语双语、SLI、阅读障碍和SLI/Dyslexia组中是否存在基于工作记忆的单词学习亚型;（6）完成一个有效的工作记忆为基础的单词学习电池有用的研究和临床评估。重要性：这些目标的理论和临床意义包括：（1）四种基于理论的儿童工作记忆模型的数据比较，（2）一种新的基于工作记忆的儿童工作记忆模型的开发和测试，（3）建立单语英语和双语西班牙语-英语儿童工作记忆和工作记忆之间的关系，与SLI，阅读障碍和SLI/阅读障碍儿童相比，（4）在大量的、精心挑选的典型和临床组中，对组内和组间单词学习差异的全面描述;（5）为未来的理论和临床研究改进基于工作记忆的单词学习组合。这些研究解决了心理学、语言科学和教育领域的重要问题，包括需要（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，以及（2）了解单词学习不良的潜在缺陷，以便开发有效的治疗方法。通过完成这项研究，我们将推进学龄儿童工作记忆和单词学习的科学知识。

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.