The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder / Laurence B. LEONARD in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415221077652 Titre : The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laurence B. LEONARD, Auteur ; Justin B. KUESER, Auteur ; Patricia DEEVY, Auteur ; Eileen HAEBIG, Auteur ; Jeffrey D. KARPICKE, Auteur ; Christine WEBER, Auteur Article en page(s) : 23969415221077652 Langues : Anglais (eng) Mots-clés : Developmental language disorder  specific language impairment  retrieval  word learning  word recall Index. décimale : PER Périodiques Résumé : Background and AimsChildren with developmental language disorder (DLD) benefit from word learning procedures that include a mix of immediate retrieval and spaced retrieval trials. In this study, we examine the relative contribution of these two types of retrieval.MethodsWe examine data from Haebig et al. (2019) in their study that compared an immediate retrieval condition and a condition of spaced retrieval that also included immediate retrieval trials. Participants were 4- and 5-year old children with DLD and same-age peers with typical language development. Each child learned novel (made-up) words referring to unusual plants and animals in both conditions. We examined the phonetic accuracy of the novel words used during the final learning trial and during recall tests 5?min and 1 week after learning.ResultsOn the final learning trial, the children were more phonetically accurate in using the novel words learned in the immediate retrieval condition. However, recall tests after the learning trials revealed a decrease in accuracy, especially for the children with DLD. After one week, accuracy was much lower for words in the immediate retrieval condition than for words in the mixed spaced-plus-immediate retrieval condition. For words learned in the mixed spaced-plus-immediate retrieval condition, accuracy was very stable across time for both groups.ConclusionsImmediate retrieval boosts the phonetic accuracy of new words in the short term but spaced retrieval promotes stability and increases the likelihood that short-term gains are maintained.Implications: When novel word learning is assessed at the level of phonetic accuracy, children with DLD can show declines over time not characteristic of children with typical language development. Spaced retrieval procedures augmented by immediate retrieval opportunities during learning appear to prevent such declines, leading to longer-lasting gains. En ligne : http://dx.doi.org/10.1177/23969415221077652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder [Texte imprimé et/ou numérique] / Laurence B. LEONARD, Auteur ; Justin B. KUESER, Auteur ; Patricia DEEVY, Auteur ; Eileen HAEBIG, Auteur ; Jeffrey D. KARPICKE, Auteur ; Christine WEBER, Auteur . - 23969415221077652. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415221077652 Mots-clés : Developmental language disorder  specific language impairment  retrieval  word learning  word recall Index. décimale : PER Périodiques Résumé : Background and AimsChildren with developmental language disorder (DLD) benefit from word learning procedures that include a mix of immediate retrieval and spaced retrieval trials. In this study, we examine the relative contribution of these two types of retrieval.MethodsWe examine data from Haebig et al. (2019) in their study that compared an immediate retrieval condition and a condition of spaced retrieval that also included immediate retrieval trials. Participants were 4- and 5-year old children with DLD and same-age peers with typical language development. Each child learned novel (made-up) words referring to unusual plants and animals in both conditions. We examined the phonetic accuracy of the novel words used during the final learning trial and during recall tests 5?min and 1 week after learning.ResultsOn the final learning trial, the children were more phonetically accurate in using the novel words learned in the immediate retrieval condition. However, recall tests after the learning trials revealed a decrease in accuracy, especially for the children with DLD. After one week, accuracy was much lower for words in the immediate retrieval condition than for words in the mixed spaced-plus-immediate retrieval condition. For words learned in the mixed spaced-plus-immediate retrieval condition, accuracy was very stable across time for both groups.ConclusionsImmediate retrieval boosts the phonetic accuracy of new words in the short term but spaced retrieval promotes stability and increases the likelihood that short-term gains are maintained.Implications: When novel word learning is assessed at the level of phonetic accuracy, children with DLD can show declines over time not characteristic of children with typical language development. Spaced retrieval procedures augmented by immediate retrieval opportunities during learning appear to prevent such declines, leading to longer-lasting gains. En ligne : http://dx.doi.org/10.1177/23969415221077652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects / Laurence B. LEONARD in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects Type de document : Texte imprimé et/ou numérique Auteurs : Laurence B. LEONARD, Auteur ; Patricia DEEVY, Auteur ; Justin B. KUESER, Auteur Langues : Anglais (eng) Mots-clés : Developmental language disorder  specific language impairment  retrieval practice  word learning  word recall Index. décimale : PER Périodiques Résumé : 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. En ligne : https://dx.doi.org/10.1177/23969415241275940 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects [Texte imprimé et/ou numérique] / Laurence B. LEONARD, Auteur ; Patricia DEEVY, Auteur ; Justin B. KUESER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Developmental language disorder  specific language impairment  retrieval practice  word learning  word recall Index. décimale : PER Périodiques Résumé : 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. En ligne : https://dx.doi.org/10.1177/23969415241275940 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

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