Retrieval-based Word Learning in Developmental Language Disorder: Adaptive Retrieval Schedule
Purdue University
Summary
Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to determine whether special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In the current study, the investigators compare a "standard" repeated spaced retrieval schedule, with fixed spacing between hearing a word and attempting to retrieve it, to an "adaptive" repeated spaced retrieval schedule in which opportunities to retrieve a given word are tailored to the individual child's current knowledge state. The goal of the study is to determine whether the adaptive schedule can increase children's absolute levels of learning while maintaining the advantages of repeated spaced retrieval.
Description
Developmental Language Disorder (DLD) affects language learning in an estimated 7% of children. Although much of the research literature has emphasized difficulties learning grammar, children with DLD also have major deficits in vocabulary. In recent work, the investigators have been examining the benefit of retrieval practice to enhance word learning and retention in preschoolers with DLD. The rationale behind this work is grounded in the growing literature in the field of cognitive psychology which shows that repeated practice in retrieving information results in greater long-term retention…
Eligibility
- Age range
- 4–5 years
- Sex
- All
- Healthy volunteers
- Yes
Inclusion Criteria: * a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability. * normal hearing. * no evidence of neurological damage or disease. * scores on tests of nonverbal intelligence above the intellectual disability range * not within Autistic range on Autism screening test * native English speaker (can be bilingual) Exclusion Criteria: * failed hearing screening * known neurological damage or disease * scores on tests of nonverbal intelligence below the intellectual disability range…
Interventions
- BehavioralRetrieval-based word learning: Standard retrieval practice schedule
Novel nouns and their meanings are practiced on 2 consecutive days. At the beginning of each learning session, a retrieval trial will immediately follow hearing the word and what it likes (a study trial). In the standard condition, the remaining retrieval trials for each word will be spaced - occurring only after 3 other words have intervened. This practice schedule is repeated the next day (Day 2).
- BehavioralRetrieval-based word learning: Adaptive retrieval practice schedule
Novel nouns and their meanings are practiced on 2 consecutive days. At the beginning of each learning session, a retrieval trial will immediately follow hearing the word and what it likes (a study trial). For the remainder of the session, there will be spaced retrieval trials for each word - occurring after 3 words have intervened. In the Adaptive condition, children will have additional retrieval opportunities throughout. These will be provided whenever the child does not remember the word form, whether it is an immediate (initial) or space retrieval trial. This practice schedule is repeated the next day (Day 2).
Location
- Purdue UniversityWest Lafayette, Indiana