Retrieval-based word learning I (Leonard et al., 2019)

Purpose: Scholars have long noted that retention improves significantly when learners frequently test themselves on the new material rather than engage in continuous study with no intermittent testing. In this study, we apply the notion of repeated testing or retrieval to the process of word learning in preschool-age children with and without developmental language disorder (DLD).Method: Novel words and their meanings were taught to 10 children with DLD and 10 typically developing (TD) children matched on age (DLD, M = 63.4 months; TD, M = 63.2 months). Recall was assessed immediately after the 2nd learning session and then again 1 week later.Results: Both groups showed better retention when they had attempted to retrieve the words during the learning period than when they had simply listened to and studied the words paired with their referents. Relative to their TD peers, the children with DLD seemed to be weaker in their encoding, but these children’s retention over a 1-week period was indistinguishable from that of their age mates.Conclusion: Word learning activities that include opportunities for repeated retrieval appear to significantly benefit retention relative to more traditional word learning activities.Supplemental Material S1. Additional model results for the word form outcome.Supplemental Material S2. Additional model results for the meaning outcome. Supplemental Material S3. Model results for the recognition outcome.Supplemental Material S4. Additional model results for the recognition outcome. Leonard, L. B., Karpicke, J., Deevy, P., Weber, C., Christ, S., Haebig, E., ... Krok, W. (2019). Retrieval-based word learning in young typically developing children and children with developmental language disorder I: The benefits of repeated retrieval. Journal of Speech, Language, and Hearing Research, 62, 932–943. https://doi.org/10.1044/2018_JSLHR-L-18-0070Publisher Note: This article is a companion to Haebig et al., “Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules,” https://doi.org/10.1044/2018_JSLHR-L-18-0071

研究目的：学者们早已指出，当学习者频繁地对新知识进行自我测试而非持续不断地学习且缺乏间歇性测试时，知识的保留效果显著提升。在本研究中，我们将重复测试或检索的概念应用于学龄前儿童，包括患有发展性语言障碍（DLD）的儿童和无DLD的儿童的语言学习过程。研究方法：对10名患有DLD的儿童和10名同龄的正常发展（TD）儿童进行了新颖词汇及其含义的教学，两组儿童的年龄相匹配（DLD组，平均63.4个月；TD组，平均63.2个月）。在第二次学习课程之后立即评估回忆，并在一周后再次评估。研究结果：两组儿童在学习期间尝试检索词汇时，其知识保留效果均优于他们仅仅聆听并研究词汇及其指代物的情况。与同龄的正常发展儿童相比，患有DLD的儿童在编码能力上似乎较弱，但这一周内的保留效果与其同龄人并无显著差异。研究结论：包含重复检索机会的词汇学习活动似乎相对于更为传统的词汇学习活动，能够显著提高知识的保留效果。补充材料S1：词汇形式结果的额外模型结果。补充材料S2：意义结果的额外模型结果。补充材料S3：识别结果的模型结果。补充材料S4：识别结果的额外模型结果。Leonard, L. B., Karpicke, J., Deevy, P., Weber, C., Christ, S., Haebig, E., ... Krok, W. (2019). 在学龄前正常发展儿童和患有发展性语言障碍儿童中的检索式词汇学习：重复检索的益处。言语、语言和听力研究杂志，62，932–943. https://doi.org/10.1044/2018_JSLHR-L-18-0070出版者注释：本文是Haebig等人所著《在学龄前正常发展儿童和患有发展性语言障碍儿童中的检索式词汇学习：检索计划的比较》的姊妹篇，https://doi.org/10.1044/2018_JSLHR-L-18-0071。