PDF(Pubmed)
Abstract：
UNASSIGNED: The word learning of preschool-age children with developmental language disorder (DLD) is improved when spaced retrieval practice is incorporated into the learning sessions. In this preregistered study, we compared two types of spacing-an expanding retrieval practice schedule and an equally spaced schedule-to determine if one of these approaches yields better word learning outcomes for the children.
UNASSIGNED: Fourteen children with DLD aged 4-5 years and 14 same-age children with typical language development (TD) learned eight novel nouns over two sessions. Spacing for half of the novel words was expanded gradually during learning; for the remaining novel words, greater spacing remained at the same level throughout learning. Immediately after the second session and 1 week later, the children\'s recall of the words was tested.
UNASSIGNED: The children with TD recalled more novel words than the children with DLD, although this difference could be accounted for by differences in the children\'s standardized receptive vocabulary test scores. The two groups were similar in their ability to retain the words over 1 week. Initially, the shorter spacing in the expanding schedule resulted in greater retrieval success than the corresponding (longer spaced) retrieval trials in the equally spaced schedule. These early shorter spaced trials also seemed to benefit retrieval of the trials with greater spacing that immediately followed. However, as the learning period progressed, the accuracy levels for the two conditions converged and were likewise similar during final testing.
UNASSIGNED: We need a greater understanding of how and when short spacing can be helpful to children\'s word learning, with the recognition that early gains might give a misleading picture of the benefits that short spacing can provide to longer term retention.
UNASSIGNED: https://doi.org/10.23641/asha.25537696.
UNASSIGNED: Fourteen children with DLD aged 4-5 years and 14 same-age children with typical language development (TD) learned eight novel nouns over two sessions. Spacing for half of the novel words was expanded gradually during learning; for the remaining novel words, greater spacing remained at the same level throughout learning. Immediately after the second session and 1 week later, the children\'s recall of the words was tested.
UNASSIGNED: The children with TD recalled more novel words than the children with DLD, although this difference could be accounted for by differences in the children\'s standardized receptive vocabulary test scores. The two groups were similar in their ability to retain the words over 1 week. Initially, the shorter spacing in the expanding schedule resulted in greater retrieval success than the corresponding (longer spaced) retrieval trials in the equally spaced schedule. These early shorter spaced trials also seemed to benefit retrieval of the trials with greater spacing that immediately followed. However, as the learning period progressed, the accuracy levels for the two conditions converged and were likewise similar during final testing.
UNASSIGNED: We need a greater understanding of how and when short spacing can be helpful to children\'s word learning, with the recognition that early gains might give a misleading picture of the benefits that short spacing can provide to longer term retention.
UNASSIGNED: https://doi.org/10.23641/asha.25537696.
摘要：
■当将间隔检索练习纳入学习课程时，患有发育性语言障碍（DLD）的学龄前儿童的单词学习得到了改善。在这项预先注册的研究中，我们比较了两种类型的间距-扩展的检索练习时间表和相等间距的时间表-以确定这些方法中的一种是否可以为儿童带来更好的单词学习结果。
■14名年龄在4-5岁的DLD儿童和14名具有典型语言发展（TD）的同龄儿童在两个会话中学习了八个新颖的名词。在学习过程中，一半的小说单词的间距逐渐扩大；对于其余的小说单词，在整个学习过程中，更大的间距保持在同一水平。第二次会议结束后，一周后，孩子们对单词的回忆进行了测试。
■患有TD的孩子比患有DLD的孩子回忆起更多新颖的单词，尽管这种差异可以通过儿童标准化接受词汇测试成绩的差异来解释。两组在1周内保留单词的能力相似。最初，扩展计划中的较短间隔比相等间隔计划中的相应（较长间隔）检索试验具有更大的检索成功率。这些早期较短间隔的试验似乎也有利于随后较大间隔的试验的检索。然而,随着学习期的进展，这两个条件的精度水平收敛，并且在最终测试期间同样相似。
■我们需要更好地了解短间距如何以及何时有助于儿童的单词学习，认识到早期收益可能会误导人们了解短间距可以为长期保留提供的好处。
■https://doi.org/10.23641/asha.25537696。
■14名年龄在4-5岁的DLD儿童和14名具有典型语言发展（TD）的同龄儿童在两个会话中学习了八个新颖的名词。在学习过程中，一半的小说单词的间距逐渐扩大；对于其余的小说单词，在整个学习过程中，更大的间距保持在同一水平。第二次会议结束后，一周后，孩子们对单词的回忆进行了测试。
■患有TD的孩子比患有DLD的孩子回忆起更多新颖的单词，尽管这种差异可以通过儿童标准化接受词汇测试成绩的差异来解释。两组在1周内保留单词的能力相似。最初，扩展计划中的较短间隔比相等间隔计划中的相应（较长间隔）检索试验具有更大的检索成功率。这些早期较短间隔的试验似乎也有利于随后较大间隔的试验的检索。然而,随着学习期的进展，这两个条件的精度水平收敛，并且在最终测试期间同样相似。
■我们需要更好地了解短间距如何以及何时有助于儿童的单词学习，认识到早期收益可能会误导人们了解短间距可以为长期保留提供的好处。
■https://doi.org/10.23641/asha.25537696。
