Retrieval-Based Word Learning in Autism Spectrum Disorder
Louisiana State University and A&M College
Summary
Children on the autism spectrum sometimes have difficulty learning new words and using the newly taught information in different situations. In this study, the investigators are testing whether strategies that have been found to improve word learning in non-autistic children will also help autistic children. Specifically, the investigators aim to test whether autistic children learn words more successfully if novel words are taught by repeating the words to the child (re-study) or if the novel words are taught first with labeling each word and then quizzing the child (repeated quizzing). The main questions it aims to answer are: * When teaching nouns (names of exotic animals), is learning stronger if autistic children re-study or engage in repeated quizzing of the newly taught words? * When teaching adjectives (visible features of objects, like a bumpy chair), is learning stronger if autistic children re-study or engage in repeated quizzing of the newly taught adjectives? * Does the word learning condition (re-study vs. repeated quizzing) impact whether autistic children are more successful in demonstrating their knowledge of the newly taught words in different contexts? * Are autistic features related to patterns of word learning? Participants will: * Learn new words with half of the words being taught in one way (re-study) and the other half of the words being taught in the other way (repeated quizzing). * Participate in 5-minute and 1-week tests of the newly taught words to measure child learning. * Complete other language, thinking, and autism clinical assessments.
Description
There is a rich literature in cognitive psychology that highlights the importance of opportunities to recall and produce newly taught information when learning. The use of retrieval practice during a learning phase improves long-term retention between 50% and 150% relative to conditions without retrieval prompts. Recent work documents the power of retrieval practice in word learning studies with preschoolers with developmental language disorders. Though retrieval practice is not new, its application to child learning is in its infancy. Given the striking learning effects that have been documen…
Eligibility
- Age range
- 4–10 years
- Sex
- All
- Healthy volunteers
- No
Inclusion Criteria: * Children with autism spectrum disorder (ASD) will participate in this study. The study will be 4- to 10-years-old and will already have a community diagnosis of autism spectrum disorder. The diagnosis will be confirmed confirmed using the Autism Diagnostic Observation Schedule - 2nd edition (ADOS-2; Lord et al., 2012). * Because the children will be completing an experimental word learning study that requires the child to verbally produce the newly taught words, children must have verbal communication skills (i.e., be able to speak in at least simple sentences spontaneou…
Interventions
- Behavioralretrieval-based word learning
Word learning intervention that compares two strategies for teaching novel words
Location
- Louisiana State UniversityBaton Rouge, Louisiana