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Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? / Emma JAMES in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? Type de document : Texte imprimé et/ou numérique Auteurs : Emma JAMES, Auteur ; M. Gareth GASKELL, Auteur ; Lisa M. HENDERSON, Auteur Article en page(s) : p.1104-1115 Langues : Anglais (eng) Mots-clés : Poor comprehenders memory consolidation sleep vocabulary word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Vocabulary is crucial for an array of life outcomes and is frequently impaired in developmental disorders. Notably, 'poor comprehenders' (children with reading comprehension deficits but intact word reading) often have vocabulary deficits, but underlying mechanisms remain unclear. Prior research suggests intact encoding but difficulties consolidating new word knowledge. We test the hypothesis that poor comprehenders' sleep-associated vocabulary consolidation is compromised by their impoverished lexical-semantic knowledge. METHODS: Memory for new words was tracked across wake and sleep to assess encoding and consolidation in 8-to-12-year-old good and poor comprehenders. Each child participated in two sets of sessions, one beginning in the morning (AM-encoding) and the other in the evening (PM-encoding). In each case, they were taught 12 words and were trained on a spatial memory task. Memory was assessed immediately, 12- and 24-hr later via stem-completion, picture-naming, and definition tasks to probe different aspects of word knowledge. Long-term retention was assessed 1-2 months later. RESULTS: Recall of word-forms improved over sleep and postsleep wake, as measured in both stem-completion and picture-naming tasks. Counter to hypotheses, deficits for poor comprehenders were not observed in consolidation but instead were seen across measures and throughout testing, suggesting a deficit from encoding. Variability in vocabulary knowledge across the whole sample predicted sleep-associated consolidation, but only when words were learned early in the day and not when sleep followed soon after learning. CONCLUSIONS: Poor comprehenders showed weaker memory for new words than good comprehenders, but sleep-associated consolidation benefits were comparable between groups. Sleeping soon after learning had long-lasting benefits for memory and may be especially beneficial for children with weaker vocabulary. These results provide new insights into the breadth of poor comprehenders' vocabulary weaknesses, and ways in which learning might be better timed to remediate vocabulary difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.13253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1104-1115[article] Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? [Texte imprimé et/ou numérique] / Emma JAMES, Auteur ; M. Gareth GASKELL, Auteur ; Lisa M. HENDERSON, Auteur . - p.1104-1115.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1104-1115
Mots-clés : Poor comprehenders memory consolidation sleep vocabulary word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Vocabulary is crucial for an array of life outcomes and is frequently impaired in developmental disorders. Notably, 'poor comprehenders' (children with reading comprehension deficits but intact word reading) often have vocabulary deficits, but underlying mechanisms remain unclear. Prior research suggests intact encoding but difficulties consolidating new word knowledge. We test the hypothesis that poor comprehenders' sleep-associated vocabulary consolidation is compromised by their impoverished lexical-semantic knowledge. METHODS: Memory for new words was tracked across wake and sleep to assess encoding and consolidation in 8-to-12-year-old good and poor comprehenders. Each child participated in two sets of sessions, one beginning in the morning (AM-encoding) and the other in the evening (PM-encoding). In each case, they were taught 12 words and were trained on a spatial memory task. Memory was assessed immediately, 12- and 24-hr later via stem-completion, picture-naming, and definition tasks to probe different aspects of word knowledge. Long-term retention was assessed 1-2 months later. RESULTS: Recall of word-forms improved over sleep and postsleep wake, as measured in both stem-completion and picture-naming tasks. Counter to hypotheses, deficits for poor comprehenders were not observed in consolidation but instead were seen across measures and throughout testing, suggesting a deficit from encoding. Variability in vocabulary knowledge across the whole sample predicted sleep-associated consolidation, but only when words were learned early in the day and not when sleep followed soon after learning. CONCLUSIONS: Poor comprehenders showed weaker memory for new words than good comprehenders, but sleep-associated consolidation benefits were comparable between groups. Sleeping soon after learning had long-lasting benefits for memory and may be especially beneficial for children with weaker vocabulary. These results provide new insights into the breadth of poor comprehenders' vocabulary weaknesses, and ways in which learning might be better timed to remediate vocabulary difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.13253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Accessing and selecting word meaning in autism spectrum disorder / Lynnette M. HENDERSON in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
[article]
Titre : Accessing and selecting word meaning in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2011 Article en page(s) : p.964-973 Langues : Anglais (eng) Mots-clés : Language comprehension ambiguity resolution semantic priming homonyms poor comprehenders Index. décimale : PER Périodiques Résumé : Background: Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit.
Methods: The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms.
Results: When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming.
Conclusions: Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141
in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973[article] Accessing and selecting word meaning in autism spectrum disorder [Texte imprimé et/ou numérique] / Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur . - 2011 . - p.964-973.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973
Mots-clés : Language comprehension ambiguity resolution semantic priming homonyms poor comprehenders Index. décimale : PER Périodiques Résumé : Background: Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit.
Methods: The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms.
Results: When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming.
Conclusions: Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141