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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder
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 dif...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8126157/ https://www.ncbi.nlm.nih.gov/pubmed/33992071 http://dx.doi.org/10.1186/s11689-021-09368-z |
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author | Leonard, Laurence B. Christ, Sharon L. Deevy, Patricia Karpicke, Jeffrey D. Weber, Christine Haebig, Eileen Kueser, Justin B. Souto, Sofía Krok, Windi |
author_facet | Leonard, Laurence B. Christ, Sharon L. Deevy, Patricia Karpicke, Jeffrey D. Weber, Christine Haebig, Eileen Kueser, Justin B. Souto, Sofía Krok, Windi |
author_sort | Leonard, Laurence B. |
collection | PubMed |
description | 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s11689-021-09368-z. |
format | Online Article Text |
id | pubmed-8126157 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-81261572021-05-17 A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder Leonard, Laurence B. Christ, Sharon L. Deevy, Patricia Karpicke, Jeffrey D. Weber, Christine Haebig, Eileen Kueser, Justin B. Souto, Sofía Krok, Windi J Neurodev Disord Research 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s11689-021-09368-z. BioMed Central 2021-05-15 /pmc/articles/PMC8126157/ /pubmed/33992071 http://dx.doi.org/10.1186/s11689-021-09368-z Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Leonard, Laurence B. Christ, Sharon L. Deevy, Patricia Karpicke, Jeffrey D. Weber, Christine Haebig, Eileen Kueser, Justin B. Souto, Sofía Krok, Windi A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title | A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title_full | A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title_fullStr | A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title_full_unstemmed | A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title_short | A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
title_sort | multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8126157/ https://www.ncbi.nlm.nih.gov/pubmed/33992071 http://dx.doi.org/10.1186/s11689-021-09368-z |
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