The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

Alt, Mary; Spaulding, Tammie J.

doi:10.1016/j.jcomdis.2011.07.001

Cited by 27 publications

(23 citation statements)

References 90 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An interesting outcome of the current study is that children with SLI did not benefit from labelling. This result is similar to the findings of Alt and Spaulding () who also reported no benefit for children with SLI when using spontaneous rehearsal. The authors interpreted this result as utilization deficiency in children with SLI, meaning that these children use the appropriate strategy but in an inefficient way.…”

Section: Discussionsupporting

confidence: 91%

Verbal strategies and nonverbal cues in school‐age children with and without specific language impairment (SLI)

Eichorn

Marton

Campanelli

et al. 2014

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background Considerable evidence suggests that performance across a variety of cognitive tasks is effectively supported by the use of verbal and nonverbal strategies. Studies exploring the usefulness of such strategies in children with specific language impairment (SLI) are scarce and report inconsistent findings. Aim The present study examined effects of induced labelling and auditory cues on the performance of children with and without SLI during a categorization task. Methods & Procedures Sixty-six school-age children (22 with SLI, 22 age-matched controls, 22 language-matched controls) completed three versions of a computer-based categorization task: one baseline, one requiring overt labelling, and one with auditory cues (tones) on randomized trial blocks. Outcomes & Results Labelling had no effect on performance for typically developing children but resulted in lower accuracy and longer reaction time in children with SLI. The presence of tones had no effect on accuracy but resulted in faster reaction time and post-error slowing across groups. Conclusions & Implications Verbal strategy use was ineffective for typically developing children and negatively affected children with SLI. All children showed faster performance and increased performance monitoring as a result of tones. Overall, effects of strategy use in children appear to vary based on task demands, strategy domain, age, and language ability. Results suggest that children with SLI may benefit from auditory cues in their clinical intervention but that further research is needed to determine when and how verbal strategies might similarly support performance in this population.

show abstract

Section: Discussionsupporting

confidence: 91%

Verbal strategies and nonverbal cues in school‐age children with and without specific language impairment (SLI)

Eichorn

Marton

Campanelli

et al. 2014

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…Consolidation was not problematic for this group of college students with LI. Alt and Spaulding (2011) found school children with LI less able than age-mates with ND to detect mispronunciations of newly trained word forms immediately after training but equally able to maintain initial performance levels over a 10-second delay. Although 10 seconds is not enough time for the memory to consolidate, this pattern is consistent with the current finding that individuals with LI have difficulty encoding word forms into memory but not with maintaining those that do get encoded.…”

Section: Discussionmentioning

confidence: 88%

“…The extant literature is also equivocal. Alt (Alt, 2011; Alt & Spaulding, 2011) found evidence that children with developmental LI had problems encoding new word forms, especially long words, but the word forms that were encoded were not unusually susceptible to decay. In contrast, Rice, Oetting, Marquis, Bode and Pae (1994) found evidence of both encoding and consolidation problems in this population.…”

Section: Configurationmentioning

confidence: 99%

The encoding of word forms into memory may be challenging for college students with developmental language impairment

McGregor

Arbisi-Kelm

Eden

2016

International Journal of Speech-Language Pathology

View full text Add to dashboard Cite

Purpose To describe the word-learning problems characteristic of developmental language impairment (LI). Method College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the other half was form-focused. Form recognition and stem completion tasks administered immediately after training tapped encoding of the lexical configuration, and a repetition of the stem completion task one week later tapped consolidation. A visual world paradigm tapped lexical engagement. Result At the immediate posttest, the LI group was poorer at recognition and completion of word forms than their ND peers, suggesting a deficit in encoding the lexical configuration. However, the gap between the LI and ND groups in stem completion did not grow over the week, suggesting intact consolidation. Form-focused training yielded better performance than meaning-focused training at immediate- and one-week tests. For both groups, newly trained words slowed the recognition of familiar English words, revealing lexical engagement. Conclusion The encoding of word-form configurations is challenging for some, but not all, college students with LI. Training that encourages a focus on the form may be a useful part of vocabulary intervention for those affected.

show abstract

“…C hildren with specific language impairment (SLI) have limited expressive vocabulary (Gray, Plante, Vance, & Henrichsen, 1999;Leonard, 2014;Rice, Buhr, & Nemeth, 1990) and have difficulty learning new words (Alt & Spaulding, 2011;Gray, 2004). They often demonstrate weaknesses in word retrieval and have poor expressive vocabulary skills (Kambanaros, Michaelides, & Grohmann, 2015).…”

Section: Researchmentioning

confidence: 99%

Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children

Anaya

Peña

Bedore

2018

LSHSS

View full text Add to dashboard Cite

Downloaded From: http://lshss.pubs.asha.org/ by a ReadCube User on 01/10/2018 Terms of Use: http://pubs.asha.org/ss/rights_and_permissions.aspx specificity, however, we have no reason to expect high classification accuracy, even if conceptual scoring is used. Thus, we explore the diagnostic accuracy of conceptual vocabulary scoring to determine if using conceptual scoring with single-word vocabulary tests increased their sensitivity so they might contribute to the identification of SLI in bilingual children. Vocabulary Difficulties in Children With SLILexical acquisition deficits are a commonly noted characteristic of SLI in research and clinical practice (Gray, 2004(Gray, , 2005(Gray, , 2006Horohov & Oetting, 2004;Kiernan & Gray, 1998;Nash & Donaldson, 2005;Rice, Oetting, Marquis, Bode, & Pae, 1994;Weismer & Hesketh, 1998). Compared with peers with typically developing (TD) language skills, children with SLI exhibit slower vocabulary growth (Rescorla, Roberts, & Dahlsgaard, 1997), difficulty learning new words (Alt, Plante, & Creusere, 2004;Alt & Suddarth, 2012), and limited expressive vocabulary (Gray & Brinkley, 2011). Experimental studies comparing children with SLI and TD language skills document significant difficulties in word learning. For example, Weismer and Hesketh (1998) found that children with SLI require more exposures to a word to comprehend or produce it than their TD peers. In both fast mapping and quick incidental learning tasks, children with SLI learn fewer novel words (Alt, 2011;Alt et al., 2004;Gray, 2004Gray, , 2006Oetting, Rice, & Swank, 1995;Rice, Cleave, & Oetting, 2000;Rice et al., 1994). They also demonstrate weaknesses in word retrieval (Gray, 2004;Gray & Brinkley, 2011;Kambanaros et al., 2015;McGregor, Newman, Reilly, & Capone, 2002), naming errors, and word approximation difficulties (Dollaghan, 1998;Sheng & McGregor, 2010;Spaulding, 2010).Due to these documented deficits in word learning and perhaps to their ease of administration and scoring, vocabulary tests are widely used by clinicians to determine whether a child's language skills require further evaluation (Campbell, Bell, & Keith, 2001), as a method of identifying SLI in children for research studies (Rice et al., 1990;Rice, Buhr, & Oetting, 1992;Rice et al., 1994), or to document vocabulary growth (Rowe, Raudenbush, & Goldin-Meadow, 2012). While numerous comprehensive language batteries are commercially available to clinicians, vocabulary tests are frequently used as a component of diagnostic evaluations of children to determine if a child meets the criteria for SLI (Betz et al., 2013), even though test manuals may not recommend them for this purpose (Brownell, 2000a). Vocabulary Tests as Indicators of SLITo use vocabulary test scores for screening or identification purposes, clinicians must first be confident that the assessment has evidence of validity and reliability (McCauley & Swisher, 1984). Plante and Vance (1994) suggested that language tests that discriminate between children with and without SLI with an accuracy...

show abstract

The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

Cited by 27 publications

References 90 publications

Verbal strategies and nonverbal cues in school‐age children with and without specific language impairment (SLI)

Verbal strategies and nonverbal cues in school‐age children with and without specific language impairment (SLI)

The encoding of word forms into memory may be challenging for college students with developmental language impairment

Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children

Contact Info

Product

Resources

About