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Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A
Laurence B Leonard1, Patricia Deevy1, Jeffrey D Karpicke2
1Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.
Journal of Speech, Language, and Hearing Research : JSLHR
|December 6, 2019
Summary
Frequent self-testing, or repeated retrieval, significantly boosts word learning and retention in young children, including those with developmental language disorder (DLD). This method aids in applying new adjectives to novel objects, enhancing language acquisition.
Area of Science:
- Developmental Psychology
- Language Acquisition
- Cognitive Science
Background:
- Frequent self-testing (retrieval practice) enhances learning and memory retention.
- Repeated retrieval has shown benefits for children's word learning.
- The efficacy of retrieval practice for novel adjective learning in preschool-aged children, particularly those with DLD, requires further investigation.
Purpose of the Study:
- To investigate the benefits of repeated spaced retrieval on learning novel adjectives in preschool-aged children with developmental language disorder (DLD) and typically developing (TD) peers.
- To determine if retrieval practice extends to the application of learned adjectives to new objects.
- To compare the learning and retention of novel adjectives between children with DLD and TD children.
Main Methods:
- Preschool-aged children (N=27) with DLD (N=14) and TD peers (N=13) participated in two learning sessions.
- Novel adjectives were learned under either a repeated spaced retrieval or a repeated study-only condition.
- Recall was assessed immediately and 1 week later, with a recognition test at 1 week.
Main Results:
- Both DLD and TD children showed better recall for adjectives learned via repeated spaced retrieval compared to study-only.
- Adjectives learned were retained after 1 week, and correctly applied to new objects.
- Children with DLD recalled similar numbers of items as TD peers but had lower phonetic accuracy.
- The DLD group showed improved recognition for retrieval-learned words, while TD children performed well in both conditions.
Conclusions:
- Repeated spaced retrieval is an effective method for boosting word learning and retention in young children.
- The benefits of retrieval practice extend beyond memorization to the application of new vocabulary to novel contexts.
- This procedure shows promise for enhancing language learning in children, including those with DLD.
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