After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder.
Purpose: Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 63; no. 8; pp. 2763 - 2777 |
|---|---|
| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Aug2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=145088230&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145088230 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Aug2020 vid: 63 iid: 8 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 145088230 10.1044/2020_JSLHR-20-00105 ppf: 2763 ppct: 14 formats: fmt: @attributes: type: P size: 779KB tig: atl: After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder. aug: au: Leonard, Laurence B. Deevy, Patricia Karpicke, Jeffrey D. Christ, Sharon L. Kueser, Justin B. affil: Purdue University, West Lafayette, IN su: Comparative grammar Informed consent (Medical law) Language acquisition Memory Parents Recognition (Psychology) Vocabulary Human research subjects Retrieval practice Research funding Statistical significance Effect sizes (Statistics) Repeated measures design Descriptive statistics sug: subj: Comparative grammar Informed consent (Medical law) Language acquisition Memory Parents Recognition (Psychology) Vocabulary Human research subjects Retrieval practice Research funding Statistical significance Effect sizes (Statistics) Repeated measures design Descriptive statistics ab: Purpose: Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. Method: Participants were 13 children with DLD and 13 sameage peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. Results: Better recall both immediately after learning and after 1 week was seen for the more retrieval/less study condition. This was seen for both groups of children for word form recall and for children with DLD for meaning. Group differences were not found. Conclusion: This study served as a stringent test of the benefits of retrieval to children's word learning. Continued retrieval after initial retrieval practice appeared to be helpful even when further study was discontinued and when the comparison study condition had also provided retrieval practice in the initial stages. Further refinement of retrieval procedures might lead to the development of useful clinical tools to promote word learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|