A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder

Abstract 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.

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Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-19-0221 ◽

2019 ◽

Vol 62 (12) ◽

pp. 4433-4449 ◽

Cited By ~ 3

Author(s):

Laurence B. Leonard ◽

Patricia Deevy ◽

Jeffrey D. Karpicke ◽

Sharon Christ ◽

Christine Weber ◽

...

Keyword(s):

Recognition Test ◽

Word Learning ◽

Language Disorder ◽

Preschool Age ◽

Typically Developing ◽

Developmental Language Disorder ◽

Learning Session ◽

Spaced Retrieval ◽

Retrieval Condition ◽

Repeated Retrieval

Purpose There are strong retention benefits when learners frequently test themselves during the learning period. This practice of repeated retrieval has recently been applied successfully to children's word learning. In this study, we apply a repeated retrieval procedure to the learning of novel adjectives by preschool-age children with developmental language disorder (DLD) and their typically developing (TD) peers. We ask whether the benefits of retrieval extend to children's ability to apply the novel adjectives to newly introduced objects sharing the same characteristics as the objects used during the learning period. Method Fourteen children with DLD ( M age = 62.64 months) and 13 TD children ( M = 62.54 months) learned novel adjectives in 2 sessions. For each child, half of the adjectives were learned in a repeated spaced retrieval condition, and half were learned in a repeated study–only condition. Recall was assessed immediately after the second learning session and 1 week later. A recognition test was also administered at the 1-week mark. Results On the recall tests, for both groups of children, recall was better for adjectives learned in the repeated spaced retrieval condition. Adjectives learned by the 2nd day were retained 1 week later. Every adjective correctly applied to an object used during the learning period was also extended accurately to new objects with the same characteristics. On these recall tests, the children with DLD did not differ from the TD group in the number of items recalled, though their phonetic accuracy was lower. On the recognition test, the DLD group showed greater accuracy for adjectives that had been learned in the repeated spaced retrieval condition than for those learned in the repeated study condition, whereas the TD group performed at high levels in both conditions. Conclusion Repeated spaced retrieval appears to provide an effective boost to word learning. Because its benefits are seen even when a word must be extended to new objects, the application of this procedure seems well suited for learning new language material rather than being limited to item-specific memorization.

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Word Learning in Adults With Second-Language Experience: Effects of Phonological and Referent Familiarity

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2012/11-0084) ◽

2013 ◽

Vol 56 (2) ◽

pp. 667-678 ◽

Cited By ~ 13

Author(s):

Margarita Kaushanskaya ◽

Jeewon Yoo ◽

Stephanie Van Hecke

Keyword(s):

Second Language ◽

Language Learning ◽

Word Learning ◽

Learning Experience ◽

Recognition Task ◽

Language Experience ◽

Learning Condition ◽

Experience Effects ◽

Novel Word Learning ◽

Novel Words

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

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Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00006 ◽

2020 ◽

Vol 63 (10) ◽

pp. 3252-3262

Author(s):

Laurence B. Leonard ◽

Patricia Deevy

Keyword(s):

Word Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

Retrieval Practice ◽

Preschool Age ◽

Typically Developing ◽

Word Form ◽

Specific Language ◽

Spaced Retrieval ◽

Retrieval Condition

Purpose In this article, we review the role of retrieval practice on the word learning and retention of children with specific language impairment (SLI). Method Following a brief review of earlier findings on word learning in children with SLI and the assumptions behind retrieval practice, four experiments are described that compared novel words learned in a repeated spaced retrieval condition and those learned in either a repeated study condition or a repeated immediate retrieval condition. Preschool-age children with SLI and their same-age peers with typical language development were the participants in all experiments. The effects of repeated spaced retrieval were assessed through measures of recall of word form and meaning and, receptively, through both picture-pointing and electrophysiological measures. Results Repeated spaced retrieval resulted in greater recall of word form and meaning across the experiments. This advantage was seen not only for word–picture pairs used during the learning period but also when generalization of the word to new pictures was required. Receptive testing through picture pointing showed similar results, though in some experiments, ceiling effects rendered this measure less sensitive to differences. An alternative receptive measure—the N400 elicited during picture–word mismatches—showed evidence at the neural level favoring repeated spaced retrieval. The advantages of repeated spaced retrieval were seen in both children with SLI and their typically developing age mates. Conclusion Future efforts are warranted to refine and extend the experiments reviewed here. If these efforts prove successful, procedures that incorporate repeated spaced retrieval into more naturalistic clinical and educational activities might be an appropriate next step. Presentation Video https://doi.org/10.23641/asha.13063730

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Narrative Language Markers of Arabic Language Development and Impairment

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00082 ◽

2020 ◽

Vol 63 (10) ◽

pp. 3472-3487

Author(s):

Natalia V. Rakhlin ◽

Nan Li ◽

Abdullah Aljughaiman ◽

Elena L. Grigorenko

Keyword(s):

Language Development ◽

Standardized Test ◽

Language Disorder ◽

Arabic Language ◽

Developmental Language Disorder ◽

Standardized Measures ◽

Verb Agreement ◽

Language Groups ◽

Specificity And Sensitivity ◽

Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

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Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-h-19-0083 ◽

2020 ◽

Vol 63 (1) ◽

pp. 345-356

Author(s):

Meital Avivi-Reich ◽

Megan Y. Roberts ◽

Tina M. Grieco-Calub

Keyword(s):

Word Learning ◽

Signal To Noise Ratio ◽

Preschool Age ◽

Exposure Condition ◽

Signal To Noise ◽

Verbal Recall ◽

Referent Selection ◽

Main Effect ◽

Noise Ratio ◽

Novel Word Learning

Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

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Measuring Word Learning Ability in Sequential Bilingual Children

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds17.1.25 ◽

2010 ◽

Vol 17 (1) ◽

pp. 25-32 ◽

Cited By ~ 3

Author(s):

Pui Fong Kan

Keyword(s):

Word Learning ◽

Learning Ability ◽

Bilingual Children ◽

Word Knowledge ◽

Typically Developing ◽

Learning Skills ◽

Word Forms ◽

The Individual ◽

Novel Word Learning ◽

L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

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