Aguilar Jessica M, Plante Elena, Sandoval Michelle
The University of Arizona, Tucson.
Lang Speech Hear Serv Sch. 2018 Jan 9;49(1):72-84. doi: 10.1044/2017_LSHSS-17-0031.
Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI).
Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session.
There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training.
These findings demonstrate that object variability facilitates retention of new word learning by children with SLI.
输入的变异性在语言学习中起着重要作用。本研究考察了物体变异性在特定语言障碍（SLI）学龄前儿童学习新单词中的作用。
18名4岁和5岁的SLI儿童在3节课程的3个简短活动中学习8个新单词。一半儿童在训练期间看到与每个新单词对应的3个相同物体（无变异性组）；另一半儿童在训练期间看到与每个新单词对应的3个不同物体（高变异性组）。儿童完成了针对训练期间看到的物体以及训练期间从未见过的新的同类物体的词汇学习测试，作为类别泛化的测试。在每次训练活动后的第二天评估学习情况，并在最后一次训练课程3周后评估记忆情况。
训练课程结束后，在已训练项目或泛化项目上没有组间差异。然而，高变异性组的儿童在实验训练3周后的记忆表现明显更好。
这些发现表明，物体变异性有助于SLI儿童保留新单词学习成果。
