Gerwin Katelyn L, Leonard Laurence B, Schumaker Jennifer, Deevy Patricia, Haebig Eileen, Weber Christine
Department of Communicative Sciences and Disorders, Michigan State University, East Lansing.
Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.
J Speech Lang Hear Res. 2021 Feb 17;64(2):542-560. doi: 10.1044/2020_JSLHR-20-00332. Epub 2021 Feb 9.
Purpose Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study compared the effects of learning method and learned/generalized pictures on the neural processes mediating the recognition of novel adjectives. Method Twenty typically developing children aged 4;6-5;11 (years;months) learned four novel adjectives, two using RRCR and two using RS. Five-minute and 1-week tests assessed adjective recall using learned and generalized pictures. Also, at the 1-week visit, event-related potentials (ERPs) were recorded to assess children's processing of learned/generalized pictures, followed by naturally spoken novel adjectives in a match-mismatch paradigm. Results Naming recall and match-mismatch judgment accuracy were similar for the RS and RRCR conditions and across learned/generalized pictures. However, ERPs revealed more reliable condition effects in the phonological mapping negativity, indexing phonological expectations, and the late positive component, indexing semantic reanalysis, for the adjectives learned in the RRCR relative to the RS condition. Unfamiliar pictures (generalized) elicited larger amplitude N300 and N400 components relative to learned pictures. Conclusions Although behavioral accuracy measures suggest similar effects of the RS and RRCR learning conditions, subtle differences in the ERPs underlying novel adjective processing indicate advantages of RRCR for phonological processing and semantic reanalysis. While children readily generalized the novel adjectives, ERPs revealed greater cognitive resources for processing unfamiliar compared to learned pictures of the novel adjective characteristics. Supplemental Material https://doi.org/10.23641/asha.13683214.
目的 近期针对学龄前儿童的研究发现，与重复学习（RS）相比，采用情境恢复重复检索（RRCR）学习新形容词时，其回忆能力得到增强。训练期间使用的已学图片和具有相同形容词特征的新（广义）图片的回忆效果相似。本研究比较了学习方法以及已学/广义图片对介导新形容词识别的神经过程的影响。方法 20名年龄在4岁6个月至5岁11个月的发育正常儿童学习四个新形容词，其中两个采用RRCR学习，两个采用RS学习。在5分钟和1周后进行测试，使用已学和广义图片评估形容词回忆。此外，在1周随访时，记录事件相关电位（ERP）以评估儿童对已学/广义图片的处理，随后在匹配-不匹配范式中对自然说出的新形容词进行处理。结果 在RS和RRCR条件下以及已学/广义图片中，命名回忆和匹配-不匹配判断准确性相似。然而，ERP显示，相对于RS条件，RRCR学习的形容词在语音映射负波（指示语音预期）和晚期正成分（指示语义重新分析）方面有更可靠的条件效应。相对于已学图片，不熟悉的图片（广义）引发更大振幅的N300和N400成分。结论 尽管行为准确性测量表明RS和RRCR学习条件有相似的效果，但新形容词处理背后的ERP细微差异表明RRCR在语音处理和语义重新分析方面具有优势。虽然儿童很容易将新形容词进行泛化，但ERP显示，与新形容词特征的已学图片相比，处理不熟悉图片需要更多的认知资源。补充材料 https://doi.org/10.23641/asha.13683214
