Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, Omaha, NE.
Lang Speech Hear Serv Sch. 2020 Oct 2;51(4):955-965. doi: 10.1044/2020_LSHSS-19i-00001. Epub 2020 Jul 22.
Purpose Researchers in the cognitive sciences have identified several key training strategies that support good encoding and retention of target information. These strategies are retrieval-based practice, also known as learning through testing, and spaced practice. The recent resurgence of research on retrieval-based and spaced practice has been extended to investigate the effectiveness of these strategies to support learning in individuals with language disorders. The purpose of the current article is to review key principles of retrieval-based and spaced practice that can be used to support word learning in individuals within clinical and educational contexts. Conclusion Current research provides evidence that principles of retrieval-based and spaced practice can enhance word learning for individuals with language disorders. Current research provides guidance for clinicians on how to implement these strategies both within and across sessions to support encoding and retention of target information. Additional research should be conducted to provide a better understanding of how to optimize encoding and retention in clinical and educational contexts. Most notably, research that examines long-term retention after interventions are withdrawn would further our understanding of how these principles can be optimally applied to improve outcomes for individuals with language disorders.
目的 认知科学领域的研究人员已经确定了几种支持目标信息良好编码和保留的关键训练策略。这些策略是基于检索的练习，也称为通过测试学习，以及间隔练习。最近，基于检索和间隔练习的研究热潮已经扩展到研究这些策略在支持语言障碍个体学习方面的有效性。本文的目的是回顾基于检索和间隔练习的关键原则，这些原则可用于支持临床和教育环境中个体的单词学习。 结论 当前的研究为基于检索和间隔练习的原则可以增强语言障碍个体的单词学习提供了证据。当前的研究为临床医生提供了如何在各个会话中实施这些策略的指导，以支持目标信息的编码和保留。应进行更多的研究，以更好地了解如何在临床和教育环境中优化编码和保留。值得注意的是，研究干预措施退出后的长期保留情况，将进一步帮助我们了解如何最佳地应用这些原则来改善语言障碍个体的结果。
