Long-Term Retention of Words by Children with Language Impairment

项目摘要/摘要 词汇学习对于语言障碍患者来说是一个普遍而持久的问题。这项挑战具有 有意义的后果，因为词汇知识与学业成功、职业地位和社会功能有关。 为了提供有效的词汇干预，我们必须了解词汇学习的认知机制 对词汇学习做出贡献。有强有力的证据表明，短期记忆和工作记忆受损是主要障碍 与李一起为个人进行单词学习。然而，我们缺乏对潜在的保留缺陷的理解，因为 留住教学材料很少在培训后数周、数月或数年进行衡量。与此相关的是，培训策略存在差异 对典型发育(TD)儿童短期和长期保持的影响。然而，我们对此知之甚少。 这些策略会影响LI儿童，因为长期滞留很少得到评估。考虑到临床医生、家长和 儿童投资于干预措施及其潜在的终身利益，至关重要的是我们确定最有效和 有效的培训策略，培养长期留存的李氏儿童。为了解决知识库中的这些差距， 该研究计划的主要目标是提高儿童对单词的记忆、概括和整合能力 李。目前的项目侧重于通过以下具体目标了解和改善留存情况。1-进行比较 有无学习障碍儿童的单词学习和健忘率，以及2--确定训练的哪些方面可以增强 长期留存词汇的儿童与黎族。研究策略包括两个实验，在实验中，患有和 在没有LI的情况下，教授新奇的词-宾语对，然后在不同的记忆间隔(例如，两周、一个月)上进行测试。 训练的两个方面显示了对典型人群长期记忆的强大影响将在患有LI的儿童中进行评估， 曝光时间和与材料接触的类型。这些因素对儿童词汇记忆的影响 与李先生的关系将得到评估。这项研究将促进我们对语言认知机制的理解 通过确定患有LI的儿童是否只有短期记忆缺陷或两者都有短期记忆缺陷来确定LI儿童的损害 长期记忆和长期记忆。目前的工作还将展示培训的类型和时机如何影响长期 LI儿童的留存，这将导致语言障碍的治疗得到改善。因此，实现 明确的目标将促进LI儿童的研究和临床实践。

Project Summary/Abstract Vocabulary learning is a pervasive and persistent problem for individuals with language impairment (LI). This challenge has meaningful consequences as vocabulary knowledge is related to academic success, occupational status, and social functioning. To provide effective vocabulary interventions, it is vital that we understand how the cognitive mechanisms underlying LI contribute to vocabulary learning. There is robust evidence that impaired short-term and working memory are primary barriers to word learning for individuals with LI. However, we lack an understanding of potential retention deficits, as the ability to retain taught material is rarely measured weeks, months, or years post-training. Relatedly, training strategies have differential effects on short-term and long-term retention for children with typical development (TD). However, we know little about how these strategies affect children with LI as long-term retention is rarely assessed. Given the time that clinicians, parents, and children invest in interventions and their potential lifelong benefits, it is essential that we determine the most effective and efficient training strategies to foster long-term retention of children with LI. To address these gaps in the knowledge base, the broad objective of this research program is to improve the retention, generalization, and integration of words for children with LI. The current project focuses on understanding and improving retention through the following specific aims. 1-To compare learning and forgetting rates of words by children with and without LI, and 2-To identify the aspects of training that enhance long-term retention of words by children with LI. The research strategy involves two experiments in which children with and without LI are taught novel word-object pairs and then tested across various retention intervals (e.g., two weeks, one month). Two aspects of training show robust effects on long-term retention in typical populations will be assessed in children with LI, timing of exposures and type of engagement with materials. The effect of these factors on the retention of words by children with LI will be assessed. This research will advance our understanding of the cognitive mechanisms underlying language impairments by identifying whether children with LI have deficits in short-term memory alone or have deficits in both short- term and long-term memory. The current work will also demonstrate how type and timing of training affects long-term retention in children with LI, which will lead to improved treatment of language impairment. Thus, the achievement of the specific aims will advance both research and clinical practice for children with LI.