Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.

IF 2.5 Q1 EDUCATION, SPECIAL
Autism and Developmental Language Impairments Pub Date : 2024-08-30 eCollection Date: 2024-01-01 DOI:10.1177/23969415241275940
Laurence B Leonard, Patricia Deevy, Justin B Kueser
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引用次数: 0

Abstract

Background and aims: Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than two-thirds of the words are learned, even with the assistance of spaced retrieval during the learning activities. In this article we identify details of spaced retrieval that are less well understood in an effort to promote more effective learning through retrieval practice.

Main contribution: We discuss the importance of factors such as: (a) integrating immediate retrieval with spaced retrieval trials; (b) determining whether gradual increases in spacing have more than short-term benefits relative to equal spacing; (c) discovering the number of successful retrievals sufficient to ensure later recall; (d) using spaced retrieval to avoid erosion of phonetic details on later recall tests; and (e) whether the well-documented difficulties with learning word forms might be tied to a particular subgroup of children with DLD. We also speculate on some of the possible reasons why spaced retrieval is beneficial in the first place.

Conclusions: Although many children with DLD make gains in word learning through procedures that incorporate spaced retrieval, there are numerous details involved in the process that can alter its success. Until we have a better understanding of the boundaries of spaced retrieval's effectiveness, we will not be taking full advantage of this promising addition to word learning procedures.

Implications: Spaced retrieval activities can be an important addition to the resources that clinicians and educators have available to assist children in their word learning. With a deeper understanding of the issues discussed here, we should be able to put spaced retrieval to even greater use.

发育性语言障碍儿童的单词学习:找出我们对间隔检索效应理解的差距。
背景和目的:目前的证据表明,发育性语言障碍(DLD)儿童在单词学习活动中受益于间隔检索。与其他单词学习程序相比,他们的单词记忆能力相当不错。然而,从绝对值来看,记忆力还可以进一步提高;许多研究报告称,即使在学习活动中使用间隔检索,也只有不到三分之二的单词被学会。在这篇文章中,我们指出了间隔检索中不甚为人所知的细节,以期通过检索练习促进更有效的学习:我们讨论了以下因素的重要性:主要贡献:我们讨论了以下因素的重要性:(a) 将即时检索与间隔检索试验结合起来;(b) 确定相对于等间距检索,逐渐增加间距是否会带来更多的短期益处;(c) 发现成功检索的次数足以确保日后的回忆;(d) 使用间隔检索以避免语音细节在日后的回忆测试中受到侵蚀;(e) 有据可查的词形学习困难是否与特定的 DLD 儿童亚群有关。我们还推测了为什么间隔检索首先是有益的:尽管许多 DLD 儿童通过结合间隔检索的程序在单词学习方面取得了进步,但这一过程中涉及的许多细节可能会改变其成功与否。在我们对间隔检索的有效性界限有更好的了解之前,我们不会充分利用这种对单词学习程序大有希望的补充:影响:间隔检索活动可以成为临床医生和教育工作者帮助儿童学习单词的重要补充资源。如果我们对本文所讨论的问题有了更深入的了解,我们就能更好地利用间隔检索法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Autism and Developmental Language Impairments
Autism and Developmental Language Impairments Psychology-Clinical Psychology
CiteScore
3.20
自引率
0.00%
发文量
20
审稿时长
12 weeks
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