2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment
mediaposted on 23.11.2020, 18:39 authored by Laurence B. Leonard, Patricia Deevy
This presentation video is from the Research Symposium at the 2019 Annual Convention of the American Speech-Language-Hearing Association held in Orlando, FL.
The abstract for the accompanying article is below. This article is part of the JSLHR Forum: Advances in Specific Language Impairment Research & Intervention.
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.
Leonard, L. B., & Deevy, P. (2020). Retrieval practice and word learning in children with specific language impairment and their typically developing peers. Journal of Speech, Language, and Hearing Research, 63(10), 3252–3262. https://doi.org/10.1044/2020_JSLHR-20-00006
This article stems from the 2019 Research Symposium at the American Speech-Language-Hearing Association Convention, which was supported by National Institute on Deafness and Other Communication Disorders Award R13DC003383. The research reported in this publication was supported by National Institute on Deafness and Other Communication Disorders Award R01DC014708 to Laurence B. Leonard.
Read the peer-reviewed publication
specific language impairmentSLIASHA Conventionchildrenlanguageword learningretrievalpracticetypically developingpeersreviewretentionnovel wordsrepeatedpreschoolpreschoolersrecallformmeaningreceptivepicturepointingelectrophysiologicalmeasuresrepeated spaced retrievalrepeated studyrepeated immediate retrievaladvantagesword-picturegeneralizationpicturesceiling effectN400neuralclinicalinterventionactivityeducationLanguageLinguistic Processes (incl. Speech Production and Comprehension)