A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder / Laurence B. LEONARD in Journal of Neurodevelopmental Disorders, 13 (2021)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 13 (2021) Titre : A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder Type de document : texte imprimé Auteurs : Laurence B. LEONARD, Auteur ; Sharon L. CHRIST, Auteur ; Patricia DEEVY, Auteur ; Jeffrey D. KARPICKE, Auteur ; Christine WEBER, Auteur ; Eileen HAEBIG, Auteur ; Justin B. KUESER, Auteur ; Sofía SOUTO, Auteur ; Windi KROK, Auteur Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Language Development  Language Development Disorders  Mental Recall  Verbal Learning  Vocabulary  Developmental language disorder  Retrieval  Specific language impairment  Word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. METHODS: In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. RESULTS: Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. CONCLUSIONS: Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention. En ligne : https://dx.doi.org/10.1186/s11689-021-09368-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder [texte imprimé] / Laurence B. LEONARD, Auteur ; Sharon L. CHRIST, Auteur ; Patricia DEEVY, Auteur ; Jeffrey D. KARPICKE, Auteur ; Christine WEBER, Auteur ; Eileen HAEBIG, Auteur ; Justin B. KUESER, Auteur ; Sofía SOUTO, Auteur ; Windi KROK, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 13 (2021) Mots-clés : Child  Child, Preschool  Humans  Language Development  Language Development Disorders  Mental Recall  Verbal Learning  Vocabulary  Developmental language disorder  Retrieval  Specific language impairment  Word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. METHODS: In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. RESULTS: Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. CONCLUSIONS: Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention. En ligne : https://dx.doi.org/10.1186/s11689-021-09368-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence / Eileen HAEBIG in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.22 Titre : Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence Type de document : texte imprimé Auteurs : Eileen HAEBIG, Auteur ; Christine WEBER, Auteur ; Laurence B. LEONARD, Auteur ; Patricia DEEVY, Auteur ; J. Bruce TOMBLIN, Auteur Année de publication : 2017 Article en page(s) : p.22 Langues : Anglais (eng) Mots-clés : Event-related brain potentials  Language trajectories  N400  P600  Sentence processing  Specific language impairment Index. décimale : PER Périodiques Résumé : BACKGROUND: A substantial amount of work has examined language abilities in young children with specific language impairment (SLI); however, our understanding of the developmental trajectory of language impairment is limited. Along with studying the behavioral changes that occur across development, it is important to examine the neural indices of language processing for children with different language trajectories. The current study sought to examine behavioral and neural bases of language processing in adolescents showing three different trajectories: those with normal language development (NL), those exhibiting persistent SLI (SLI-Persistent), and those with a history of SLI who appear to have recovered (SLI-Recovered). METHODS: Through a sentence judgment task, we examined semantic and syntactic processing. Adolescents judged whether or not each sentence was semantically and syntactically correct. Stimuli consisted of naturally spoken sentences that were either correct, contained a semantic verb error, or contained a syntactic verb agreement error. Verb agreement errors consisted of omission and commission violations of the third-person singular -s. Behavioral button-press responses and electroencephalographic recordings were collected. Behavioral judgments and mean amplitude of the N400 and P600 components were examined. RESULTS: Adolescents in the SLI-Persistent group had lower sentence judgment accuracy overall, relative to the NL and SLI-Recovered groups. Accuracy in judging omission and commission syntactic errors were marginally different, with marginally lower accuracy for commission errors. All groups demonstrated an N400 component elicited by semantic violations. However, adolescents in the SLI-Persistent group demonstrated a less robust P600 component for syntactic violations. Furthermore, adolescents in the SLI-Recovered group exhibited a similar neural profile to the NL group for the semantic and syntactic omission violations. However, a unique profile with initial negativity was observed in the SLI-Recovered group in the commission violation condition. CONCLUSIONS: Adolescents with persistent language impairment continue to demonstrate delays in language processing at the behavioral and neural levels. Conversely, the adolescents in the SLI-Recovered group appear to have made gains in language processing skills to overcome their initial impairments. However, our findings suggest that the adolescents in the SLI-Recovered group may have compensatory processing strategies for some aspects of language, as evidenced by a unique event-related potential profile. En ligne : http://dx.doi.org/10.1186/s11689-017-9201-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350 [article] Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence [texte imprimé] / Eileen HAEBIG, Auteur ; Christine WEBER, Auteur ; Laurence B. LEONARD, Auteur ; Patricia DEEVY, Auteur ; J. Bruce TOMBLIN, Auteur . - 2017 . - p.22. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.22 Mots-clés : Event-related brain potentials  Language trajectories  N400  P600  Sentence processing  Specific language impairment Index. décimale : PER Périodiques Résumé : BACKGROUND: A substantial amount of work has examined language abilities in young children with specific language impairment (SLI); however, our understanding of the developmental trajectory of language impairment is limited. Along with studying the behavioral changes that occur across development, it is important to examine the neural indices of language processing for children with different language trajectories. The current study sought to examine behavioral and neural bases of language processing in adolescents showing three different trajectories: those with normal language development (NL), those exhibiting persistent SLI (SLI-Persistent), and those with a history of SLI who appear to have recovered (SLI-Recovered). METHODS: Through a sentence judgment task, we examined semantic and syntactic processing. Adolescents judged whether or not each sentence was semantically and syntactically correct. Stimuli consisted of naturally spoken sentences that were either correct, contained a semantic verb error, or contained a syntactic verb agreement error. Verb agreement errors consisted of omission and commission violations of the third-person singular -s. Behavioral button-press responses and electroencephalographic recordings were collected. Behavioral judgments and mean amplitude of the N400 and P600 components were examined. RESULTS: Adolescents in the SLI-Persistent group had lower sentence judgment accuracy overall, relative to the NL and SLI-Recovered groups. Accuracy in judging omission and commission syntactic errors were marginally different, with marginally lower accuracy for commission errors. All groups demonstrated an N400 component elicited by semantic violations. However, adolescents in the SLI-Persistent group demonstrated a less robust P600 component for syntactic violations. Furthermore, adolescents in the SLI-Recovered group exhibited a similar neural profile to the NL group for the semantic and syntactic omission violations. However, a unique profile with initial negativity was observed in the SLI-Recovered group in the commission violation condition. CONCLUSIONS: Adolescents with persistent language impairment continue to demonstrate delays in language processing at the behavioral and neural levels. Conversely, the adolescents in the SLI-Recovered group appear to have made gains in language processing skills to overcome their initial impairments. However, our findings suggest that the adolescents in the SLI-Recovered group may have compensatory processing strategies for some aspects of language, as evidenced by a unique event-related potential profile. En ligne : http://dx.doi.org/10.1186/s11689-017-9201-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350

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 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] / 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 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] / 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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