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

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

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