Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor, Karla K.; Gordon, Katherine R.; Eden, Nichole; Arbisi-Kelm, Tim; Oleson, Jacob

doi:10.1044/2017_jslhr-l-17-0031

Cited by 58 publications

(55 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Groups differed on all standardized assessments, which are summarized in Table 2. All participants also participated in a study of semantic fluency and two other studies focused on vocabulary learning (Hall, McGregor, & Oleson, 2017;McGregor, Gordon, Eden, Arbisi-Kelm, & Oleson, 2017), and results supported common findings that the DLD group performs more poorly on language-learning tasks than the group with typical language. See McGregor, Gordon, et al (2017) for a more thorough discussion of participants in this study.…”

Section: Methods Participantssupporting

confidence: 72%

“…If we had tested a group with a wider range of abilities, we might have seen differences. However, other research groups have found differences in statistical learning and vocabulary abilities in comparisons of college students with and without DLD (Grunow et al, 2006;Plante et al, 2002;Sheng, Byrd, McGregor, Zimmerman, & Bludau, 2015), as well as in this sample (Hall, McGregor, & Oleson, 2017;McGregor, Gordon, et al, 2017). The Token Task may not have had sufficient spread to adequately show the relationship or may not have been the most sensitive test for measuring grammatical proficiency.…”

Section: Discussionmentioning

confidence: 71%

See 1 more Smart Citation

Distributional Learning in College Students With Developmental Language Disorder

Hall

Horne

McGregor

et al. 2017

J Speech Lang Hear Res

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Methods Participantssupporting

confidence: 72%

Section: Discussionmentioning

confidence: 71%

Distributional Learning in College Students With Developmental Language Disorder

Hall

Horne

McGregor

et al. 2017

J Speech Lang Hear Res

Self Cite

View full text Add to dashboard Cite

show abstract

“…There have been several studies of retrieval effects on word learning in children or young adults with DLD (Chen & Liu, 2014;Haebig et al, 2019;Leonard et al, 2019;McGregor, Gordon, Eden, Arbisi-Kelm, & Oleson, 2017). Methods and retrieval schedules have differed across studies, but each investigation has reported advantages for retrieval over the comparison conditions.…”

mentioning

confidence: 99%

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

Leonard

Deevy

Karpicke

et al. 2019

J Speech Lang Hear Res

View full text Add to dashboard Cite

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.

show abstract

“…McGregor et al . (, , ) all studied young adults aged 18–25 years, and Alt and Gutmann () included those with a mean age of 19. Except for Bishop et al .…”

Section: Resultsmentioning

confidence: 99%

The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

Jackson

Leitão

Claessen

et al. 2019

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background: The ability to learn new words is critical in the development of oral and written language, and significantly impacts engagement in social, academic and vocational situations. Many studies have evaluated the word-learning process in people with developmental language disorder (DLD). However, methodologies for assessment are heterogeneous, creating difficulties in synthesizing findings and identifying gaps in the knowledge base. Aims: To scope systematically the literature and identify key methodological parameters considered in evaluations of word learning in people with DLD; and to identify gaps in the literature to guide further research in this area. Methods & Procedures: Twelve databases were searched and a total of 70 studies that met eligibility criteria were identified. The studies were evaluated according to key parameters that researchers varied in their word-learning methodologies.Main contribution: Most research has focused on word learning in the oral modality, and specifically in children with DLD. Fewer studies have explored word learning in adults and adolescents with DLD, and in the written modality. Depending on the research question and theoretical perspective driving the investigation, methodologies for assessing word learning considered a range of parameters, including words being learned, learning context and cues to support learning in the tasks. Conclusions & Implications:This review aggregates a variety of methods used previously to assess word learning. Findings highlight the need for further research to explore areas such as: the learning of varied word types (e.g., adjectives and adverbs); learning in the written modality; and word learning (both oral and written) in adolescents and adults with DLD. Evaluation of word-learning abilities in people with DLD 743What are the potential or actual clinical implications of this work? While an abundance of word-learning assessment tasks has been used in research, to our knowledge these types of measures are seldom used in clinical practice by speech and language therapists (SLTs). Future research may focus on translating research to practice so that SLTs are equipped with resources to evaluate the word-learning process in clients with DLD.

show abstract

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

Cited by 58 publications

References 67 publications

Distributional Learning in College Students With Developmental Language Disorder

Distributional Learning in College Students With Developmental Language Disorder

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

The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

Contact Info

Product

Resources

About