19 recherche sur le mot-clé 'Word learning'

Word learning and verbal working memory in children with developmental language disorder / Emily JACKSON in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109 Titre : Word learning and verbal working memory in children with developmental language disorder Type de document : texte imprimé Auteurs : Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur Article en page(s) : 23969415211004109 Langues : Anglais (eng) Mots-clés : Word learning  vocabulary  verbal working memory  developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Word learning and verbal working memory in children with developmental language disorder [texte imprimé] / Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur . - 23969415211004109. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109 Mots-clés : Word learning  vocabulary  verbal working memory  developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 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

Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Titre : Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? Type de document : texte imprimé Auteurs : Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Année de publication : 2016 Article en page(s) : p.1210-1219 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? [texte imprimé] / Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - 2016 . - p.1210-1219. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? / Wei JING in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482 Titre : Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? Type de document : texte imprimé Auteurs : Wei JING, Auteur ; Junming FANG, Auteur Article en page(s) : p.1478-1482 Langues : Anglais (eng) Mots-clés : Autism disorder  Social contexts  Word learning  Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? [texte imprimé] / Wei JING, Auteur ; Junming FANG, Auteur . - p.1478-1482. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482 Mots-clés : Autism disorder  Social contexts  Word learning  Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder / Hironori AKECHI in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.230-235 Titre : Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Hironori AKECHI, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur Année de publication : 2013 Article en page(s) : p.230-235 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Word learning  Gaze  Pointing  Eye-tracking Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker's gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object's movement and have not referenced the speaker's cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6'11 years demonstrated that adding another speaker's cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker's cues may help referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1555-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder [texte imprimé] / Hironori AKECHI, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur . - 2013 . - p.230-235. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.230-235 Mots-clés : Autism spectrum disorder  Word learning  Gaze  Pointing  Eye-tracking Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker's gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object's movement and have not referenced the speaker's cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6'11 years demonstrated that adding another speaker's cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker's cues may help referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1555-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

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)  

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Referential gaze and word learning in adults with autism / Iyad ALDAQRE in Autism, 19-8 (November 2015)  

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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)  

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Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? / Cheriece K. CARTER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

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Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

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