Leonard Laurence B, Deevy Patricia, Kueser Justin B
Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA.
Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, Omaha, NE, USA.
Autism Dev Lang Impair. 2024 Aug 30;9:23969415241275940. doi: 10.1177/23969415241275940. eCollection 2024 Jan-Dec.
Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than two-thirds of the words are learned, even with the assistance of spaced retrieval during the learning activities. In this article we identify details of spaced retrieval that are less well understood in an effort to promote more effective learning through retrieval practice.
We discuss the importance of factors such as: (a) integrating immediate retrieval with spaced retrieval trials; (b) determining whether gradual increases in spacing have more than short-term benefits relative to equal spacing; (c) discovering the number of successful retrievals sufficient to ensure later recall; (d) using spaced retrieval to avoid erosion of phonetic details on later recall tests; and (e) whether the well-documented difficulties with learning word forms might be tied to a particular subgroup of children with DLD. We also speculate on some of the possible reasons why spaced retrieval is beneficial in the first place.
Although many children with DLD make gains in word learning through procedures that incorporate spaced retrieval, there are numerous details involved in the process that can alter its success. Until we have a better understanding of the boundaries of spaced retrieval's effectiveness, we will not be taking full advantage of this promising addition to word learning procedures.
Spaced retrieval activities can be an important addition to the resources that clinicians and educators have available to assist children in their word learning. With a deeper understanding of the issues discussed here, we should be able to put spaced retrieval to even greater use.
目前的证据表明,发育性语言障碍(DLD)儿童在单词学习活动中受益于间隔检索。相对于采用其他单词学习程序的回忆情况,单词回忆效果相当不错。然而,从绝对意义上来说,回忆效果仍可进一步提高;许多研究报告称,即使在学习活动中借助间隔检索,也只有不到三分之二的单词被学会。在本文中,我们确定了间隔检索中一些尚未被充分理解的细节,以期通过检索练习促进更有效的学习。
我们讨论了以下因素的重要性:(a)将即时检索与间隔检索试验相结合;(b)确定相对于等距间隔,间隔逐渐增加是否具有超过短期效益的效果;(c)找出足以确保后期回忆的成功检索次数;(d)使用间隔检索以避免在后期回忆测试中语音细节的丢失;(e)有充分记录的单词形式学习困难是否可能与特定亚组的DLD儿童有关。我们还推测了间隔检索首先有益的一些可能原因。
尽管许多DLD儿童通过纳入间隔检索的程序在单词学习方面取得了进步,但该过程涉及许多细节,这些细节可能会改变其成功率。在我们更好地理解间隔检索有效性的界限之前,我们将无法充分利用这一有前景的单词学习程序补充方法。
间隔检索活动可以成为临床医生和教育工作者可用于帮助儿童进行单词学习的资源的重要补充。通过更深入地理解此处讨论的问题,我们应该能够更有效地利用间隔检索。