Optimizing feedback-based learning in children with developmentallanguage disorder.

摘要 该项目旨在优化提供给儿童的语言干预的一个关键但未被充分研究的因素 有发展性语言障碍(DLD)反馈。该项目旨在弥合 我们实验室以前在DLD和临床实践中发现的低效反馈处理通过识别 在DLD中改善基于反馈的学习的条件。我们假设 对于患有DLD的儿童，如果根据他们的独特情况量身定做，反馈的有效性可以显著增强 学习优势。这个项目的理论基础是有证据表明，学习可以通过以下方式改善 通过反馈提高一个完整的学习系统的优势。该项目将通过以下方式实现其目标 操纵(1)反馈的时间(立即与延迟)和(2)学习者的水平 参与纠错，通过反馈(主动纠正与被动纠正)来调节优势 内隐的和陈述性的学习系统。而即时反馈是由内隐学习处理的 系统中，将反馈延迟几秒钟意味着声明性系统。同样，教学 促进主动自我纠正的方法与陈述性学习有关，而被动暴露 到纠正性反馈(例如，纠正性重铸)被认为支持内隐学习。目标一号将决定 反馈时机操纵对140名8-12岁学龄儿童陈述性学习和内隐学习的影响 年)与DLD合作。延迟反馈改善学习障碍的证据将支持以下假设 内隐赤字理论认为，干预应该利用陈述性学习机制。该项目 将测试一种新的替代反馈-学习对等假设，从而优化基于反馈的学习 当反馈的定时在给定时间(即，立即)与主要学习系统对齐时 内隐学习中的反馈；陈述性学习中的延迟反馈)。在同一组内 儿童，当反馈(A)提示活跃时，目标2将比较儿童基于反馈的学习与DLD 自我纠正或(B)被动地使学习者接受错误纠正。孩子们会参与两个非单词- 对象配对-关联学习任务。在一项任务中，反馈将促进积极的自我纠正，这是一致的 通过陈述性学习。在另一项任务中，反馈会使学习者被动地接受改正反馈 并导致被认为是内隐的学习。该项目将确定患有DLD的儿童是否会学习 当反馈提示自我纠正或当他们暴露在被动纠正中时，效果会更好。为了这两个目标， 对反馈作出反应的行为指标将得到以下电生理措施的补充 反馈处理可以确定内隐和陈述性大脑系统在 学习过程。这项工作具有科学和临床意义，因为它阐明了 优化反馈学习将提高我们对学习障碍机制的认识 并将提供关于在干预期间使用哪种类型的反馈的临床指导。

ABSTRACT This project aims to optimize a critical but understudied ingredient of language intervention provided to children with developmental language disorder (DLD) – feedback. The project is designed to bridge the gap between previous findings in our lab of inefficient feedback processing in DLD and clinical practice by identifying the conditions under which feedback-based learning can be improved in DLD. We hypothesize that the effectiveness of feedback can be significantly enhanced for children with DLD when it is tailored to their unique learning strengths. The rationale for this project is based on evidence that learning can be improved by enhancing the dominance of an intact learning system through feedback. The project will achieve its aim by manipulating (1) the timing of the feedback (immediate vs. delayed) and (2) the level of the learner’s involvement in error correction dictated by feedback (active vs. passive correction) to modulate the dominance of the implicit and declarative learning systems. While immediate feedback is processed by the implicit learning system, delaying the feedback by a few seconds implicates the declarative system. Likewise, teaching approaches that prompt active self-correction are associated with declarative learning, while passive exposure to corrective feedback (e.g., corrective recast) is assumed to support implicit learning. Aim 1 will determine the effect of manipulating feedback timing on declarative and implicit learning in 140 school-age children (8-12 years) with DLD. Evidence that delaying feedback improves learning in DLD would support the hypothesis of the implicit deficit theory that intervention should capitalize on declarative learning mechanisms. The project will test a novel alternative feedback-learning parity hypothesis whereby feedback-based learning is optimized when the timing of the feedback is aligned with the dominant learning system at a given time (i.e., immediate feedback during implicit learning; delayed feedback during declarative learning). Within the same group of children, Aim 2 will compare feedback-based learning in children with DLD when feedback (a) prompts active self-correction or (b) passively exposes learners to error corrections. Children will engage in two nonword- object paired-associate learning tasks. In one task feedback will promote active self-correction, which is in line with declarative learning. In the other task, feedback will passively expose the learner to corrective feedback and lead to learning that is assumed to be implicit. The project will determine whether children with DLD learn better when feedback prompts self-correction or when they are exposed to passive corrections. For both aims, behavioral indicators of response to feedback will be complemented by electrophysiological measures of feedback processing that can determine the involvement of implicit and declarative brain systems during the learning process. This work is scientifically and clinically significant because elucidating what manipulations optimize feedback-based learning will enhance our understanding of the impaired learning mechanism in DLD and will provide clinical guidance on what type of feedback to use during an intervention.