After Initial Retrieval Practice, More Retrieval Produces Better Retention than More Study in the Word Learning of Children with Developmental Language Disorder

Autor/inn/en	Leonard, Laurence B.; Deevy, Patricia; Karpicke, Jeffrey D.; Christ, Sharon L.; Kueser, Justin B.
Titel	After Initial Retrieval Practice, More Retrieval Produces Better Retention than More Study in the Word Learning of Children with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 8, S.2763-2776 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonard, Laurence B.) ORCID (Kueser, Justin B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Children; Language Impairments; Developmental Disabilities; Vocabulary Development; Retention (Psychology); Language Acquisition; Learning Activities; Recall (Psychology); Cognitive Processes; Kaufman Assessment Battery for Children; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Wortschatzarbeit; Merkfähigkeit; Sprachaneignung; Spracherwerb; Lernaktivität; Abberufung; Cognitive process; Kognitiver Prozess
Abstract	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 same-age 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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01