Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.

During vocabulary instruction, it is important to teach words until their representations are robust enough to be retained. For adults, the number of training sessions a target item is successfully retrieved during training predicts the likelihood of post-training retention. To assess this relationship in children, we reanalyzed data from Gordon et al. (2021b, 2022). Four- to six-year-old children completed six training days with word form-object pairs and were tested one month later. Results indicate that the number of training sessions that a word form was retrieved was positively related to post-training retention. We discuss implications for vocabulary instruction and interventions.

Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning.

Research within the language sciences has informed our understanding of how children build vocabulary knowledge especially during early childhood and the early school years. However, to date, our understanding of word learning in children is based primarily on research in quiet laboratory settings. The everyday environments that children inhabit such as schools, homes, and day cares are typically noisy. To better understand vocabulary development, we need to understand the effects of background noise on word learning. To gain this understanding, a cross-disciplinary approach between researchers in the language and hearing sciences in partnership with parents, educators, and clinicians is ideal. Through this approach we can identify characteristics of effective vocabulary instruction that take into account the background noise present in children's learning environments. Furthermore, we can identify characteristics of children who are likely to struggle with learning words in noisy environments. For example, differences in vocabulary knowledge, verbal working memory abilities, and attention skills will likely influence children's ability to learn words in the presence of background noise. These children require effective interventions to support their vocabulary development which subsequently should support their ability to process and learn language in noisy environments. Overall, this cross-disciplinary approach will inform theories of language development and inform educational and intervention practices designed to support children's vocabulary development. This article is categorized under: Psychology > Language Psychology > Learning Psychology > Theory and Methods.

A Word-Learning Intervention Pilot Study Utilizing Principles of Retrieval- and Criterion-Based Learning for Children With Developmental Language Disorder.

PURPOSE: Vocabulary knowledge at school entry provides an essential foundation for academic and literacy learning. Thus, school entry is an important timepoint to support word learning by children with developmental language disorder (DLD). Retrieval-based training strategies support both learning and retention of words for individuals with DLD in lab-based research. Additionally, lab-based research with adults with typical development demonstrates that pairing retrieval- and criterion-based training strategies supports learning efficiency. Currently, it is unclear if retrieval- and criterion-based training in word-learning interventions is feasible and effective for children with DLD. METHOD: In this pilot study, we taught preschool- and kindergarten-age children with DLD (N = 7) words in an intervention format. We implemented retrieval-based training in that children were asked to retrieve and produce the forms and meanings of words. We also implemented a criterion-based approach. Words were targeted until the child retrieved the form and meaning of a word at the beginning of two sessions. We assessed learning at the end of training and retention after 2- and 8-week post-training delays. RESULTS: The retrieval- and criterion-based approach was effective to support word learning for six of the seven children. Children demonstrated better learning and retention of forms than meanings. Additionally, achieving criterion with a word during training was positively related to post-training retention. CONCLUSIONS: A retrieval- and criterion-based approach is likely to support word learning during interventions for children with DLD. We include suggestions for future research to improve the effective and efficient implementation of these approaches.

Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping.

PURPOSE: Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process. METHOD: Four- to 6-year-old children (N = 43) were trained on nine form-referent pairs across consecutive days. Children's ability to name referents was assessed at the beginning and end of each session. Word learning was assessed 1 month after training to determine long-term retention. RESULTS: Children with varying language knowledge and skills differed in their ability to encode words. Specifically, children varied in the number of words learned and the phonological precision of word forms at the end of the initial training session. Children demonstrated similarities in re-encoding in that they refined representations at a similar rate during subsequent sessions. Children did not differ in their ability to consolidate words between sessions, or in their ability to retain words over the 1-month delay. CONCLUSIONS: The amount of experience children need to learn words is primarily driven by the amount of information encoded during the initial experience. When provided with high-quality instruction, children demonstrate a similar ability to consolidate and retain words. Critically, word learning instruction in educational settings must include repeated explicit instruction with the same words to support learning in children with typical development and varying language skills. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.19606150.

Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.

Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. Supplemental Material https://doi.org/10.23641/asha.16746454.

Age Effects of Bone Conduction Vibration Vestibular-evoked Myogenic Potentials (VEMPs) Using B81 and Impulse Hammer Stimuli.

OBJECTIVE: Recently developed, the Radioear B81 bone oscillator allows for higher bone conduction vibration output; however, normative data are lacking regarding its use in vestibular-evoked myogenic potential (VEMP) testing. The purpose of this study was to examine the effect of age on cervical and ocular VEMP (c- and oVEMP) responses using the B81 and to compare with air conduction stimuli (ACS) and impulse hammer (IH) VEMP response characteristics. DESIGN: c- and oVEMP were completed with ACS, B81, and IH stimuli in healthy participants (age range = 10 to 87 years, n = 85). RESULTS: Regardless of stimulus type, c- and oVEMP amplitudes and response rates decreased with age. For cVEMP response rates, ACS performed better or equal to B81, which was superior to the IH. For cVEMP corrected amplitude, ACS had significantly higher amplitudes compared with B81 and IH. There was no difference in cVEMP corrected amplitude between B81 and IH. For oVEMP, response rates were comparable between stimuli with the largest disparity in response rates occurring in the oldest groups where IH outperformed both ACS and B81. For oVEMP amplitude, IH had significantly higher amplitudes compared with B81 and ACS. There was no difference in oVEMP amplitude between B81 and ACS. CONCLUSIONS: Age significantly affected c- and oVEMP amplitudes regardless of stimulus type (ACS, B81, IH). All stimuli are appropriate for eliciting c- and oVEMP in the young individuals. While ACS resulted in higher cVEMP corrected amplitudes, either ACS or B81 are appropriate for older individuals. However, for oVEMPs, higher response rates and larger amplitudes were noted for IH followed by B81 and ACS. Overall, the B81 performed well across the lifespan for c- and oVEMPs and may be a reasonable bone conduction vibration option for patients with absent ACS VEMPs, but at this time is not recommended as a replacement to ACS.

Optimising word learning in post-secondary students with Developmental Language Disorder: The roles of retrieval difficulty and retrieval success during training.

PURPOSE: Learning words to the level that they can be readily retrieved and produced can be challenging. The primary aim of the current study is to determine how retrieval difficulty, based on the level of cuing provided, and retrieval success during training relate to the phonological precision with which words are produced after a delay. METHOD: We performed additional analyses on data from McGregor, Gordon, Eden, Arbisi-Kelm, & Oleson, (Encoding deficits impede word learning and memory in adults with Developmental Language Disorders. Journal of Speech, Language, and Hearing Research, 60, 2891-2905) in which post-secondary students with Developmental Language Disorder (DLD, n = 23) and typical development (n = 25) were trained on words via free and cued recall practice and tested 24-h later. RESULTS: Training via free recall led to more precise productions after the delay than training via cued recall for both groups. Additionally, the number of successful retrievals during training positively predicted retrieval after the delay. Furthermore, the precision of participants' last production and worst production of each word were the best predictors of production precision after the delay. CONCLUSION: To optimally support encoding and delayed retrieval, students with and without DLD should utilise free recall practice. Additionally, words should be studied until they are successfully retrieved multiple times at a high level of phonological precision to support delayed retrieval.

Bone Conduction Vibration Vestibular Evoked Myogenic Potential (VEMP) Testing: Reliability in Children, Adolescents, and Young Adults.

OBJECTIVES: Bone conduction vibration (BCV) vestibular evoked myogenic potentials (VEMP) are clinically desirable in children for multiple reasons. However, no accepted standard exists for stimulus type and the reliability of BCV devices has not been investigated in children. The objective of the current study was to determine which BCV VEMP method (B-71, impulse hammer, or Mini-shaker) yields the highest response rates and reliability in a group of adults, adolescents, and children. It was hypothesized that the Mini-shaker would yield the highest response rates and reliability because it provides frequency specificity, higher output levels without distortion, and the most consistent force output as compared to the impulse hammer and B-71. DESIGN: Participants included 10 child (ages 5 to 10), 11 adolescent (ages 11 to 18), and 11 young adult (ages 23 to 39) normal controls. Cervical VEMP (cVEMP) and ocular VEMP (oVEMP) were measured in response to suprathreshold air-conducted, 500 Hz tone bursts and 3 types of BCV (B-71, impulse hammer, and Mini-shaker) across 2 test sessions to assess reliability. RESULTS: For cVEMP, response rates were 100% for all methods in all groups with the exception of the adult group in response to the impulse hammer (95%). For oVEMP, response rates varied by group and BCV method. For cVEMP, reliability was highest in adults using the Mini-shaker, in adolescents using the impulse hammer, and in children using the B-71. For oVEMP, reliability was highest in adults using the Mini-shaker, in adolescents using the Mini-shaker or impulse hammer, and in children using the impulse hammer. Age positively correlated with air-conducted oVEMP amplitude, but not cVEMP amplitude or cVEMP corrected amplitude. Age negatively correlated with all BCV VEMP amplitudes with the exception of cVEMP corrected amplitude in response to the Mini-shaker. CONCLUSIONS: All BCV methods resulted in consistent cVEMP responses (response rates 95 to 100%) with at least moderate reliability (intraclass correlation coefficient ≥ 0.5) for all groups. Similarly, all BCV methods resulted in consistent oVEMP responses (89 to 100%) with at least moderate reliability (intraclass correlation coefficient ≥ 0.5) except for the B-71 in adults.

The Advantages of Retrieval-Based and Spaced Practice: Implications for Word Learning in Clinical and Educational Contexts.

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.

How Mixed-Effects Modeling Can Advance Our Understanding of Learning and Memory and Improve Clinical and Educational Practice.

Purpose A key goal of researchers, clinicians, and educators within the fields of speech, language, and hearing sciences is to support the learning and memory of others. To do so, they consider factors relevant to the individual, the material to be learned, and the training strategy that can maximize learning and retention. Statistical methods typically used within these fields are inadequate for identifying the complex relationships between these factors and are ill equipped to account for variability across individuals when identifying these relationships. Specifically, traditional statistical methods are often inadequate for answering questions about special populations because samples drawn from these populations are usually small, highly variable, and skewed in distribution. Mixed-effects modeling provides advantages over traditional statistical techniques to answer complex questions while taking into account these common characteristics of special populations. Method and Results Through 2 examples, I illustrate advantages of mixed-effects modeling in answering questions about learning and memory and in supporting better translation of research to practice. I also demonstrate key similarities and differences between analysis of variance, regression analyses, and mixed-effects modeling. Finally, I explain 3 additional advantages of using mixed-effects modeling to understand the processes of learning and memory: the means to account for missing data, assess the contribution of variations in delay intervals, and model nonlinear relationships between factors. Conclusions Through mixed-effects modeling, researchers can disseminate accurate information about learning and memory to clinicians and educators. In turn, through enhanced statistical literacy, clinicians and educators can apply research findings to practice with confidence. Overall, mixed-effects modeling is a powerful tool to improve the outcomes of the individuals that researchers and practitioners serve within the fields of speech, language, and hearing sciences.

Preschool Children's Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months.

Research on word learning has focused on children's ability to identify a target object when given the word form after a minimal number of exposures to novel word-object pairings. However, relatively little research has focused on children's ability to retrieve the word form when given the target object. The exceptions involve asking children to recall and produce forms, and children typically perform near floor on these measures. In the current study, 3- to 5-year-old children were administered a novel test of word form that allowed for recognition memory and manual responses. Specifically, when asked to label a previously trained object, children were given three forms to choose from: the target, a minimally different form, and a maximally different form. Children demonstrated memory for word forms at three post-training delays: 10 mins (short-term), 2-3 days (long-term), and 6 months to 1 year (very long-term). However, children performed worse at the very long-term delay than the other time points, and the length of the very long-term delay was negatively related to performance. When in error, children were no more likely to select the minimally different form than the maximally different form at all time points. Overall, these results suggest that children remember word forms that are linked to objects over extended post-training intervals, but that their memory for the forms gradually decreases over time without further exposures. Furthermore, memory traces for word forms do not become less phonologically specific over time; rather children either identify the correct form, or they perform at chance.

High proficiency across two languages is related to better mental state reasoning for bilingual children.

Past research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work) and investigates the relationship between proficiency and performance in a variety of mental state tasks (not just false belief). Furthermore, it explores whether the relationship between language proficiency and performance in mental state tasks differs between bilingual and monolingual groups. Twenty-six Spanish-English bilingual and twenty-six English monolingual preschool-age children completed seven mental state tasks. Findings provide evidence that high proficiency in English is related to better performance in mental state tasks for monolinguals. In contrast, high proficiency in both English and Spanish is related to better performance in mental state tasks for bilinguals.

A spatially supported forced-choice recognition test reveals children's long-term memory for newly learned word forms.

Children's memories for the link between a newly trained word and its referent have been the focus of extensive past research. However, memory for the word form itself is rarely assessed among preschool-age children. When it is, children are typically asked to verbally recall the forms, and they generally perform at floor on such tests. To better measure children's memory for word forms, we aimed to design a more sensitive test that required recognition rather than recall, provided spatial cues to off-set the phonological memory demands of the test, and allowed pointing rather than verbal responses. We taught 12 novel word-referent pairs via ostensive naming to sixteen 4- to 6-year-olds and measured their memory for the word forms after a week-long retention interval using the new spatially supported form recognition test. We also measured their memory for the word-referent links and the generalization of the links to untrained referents with commonly used recognition tests. Children demonstrated memory for word forms at above chance levels; however, their memory for forms was poorer than their memory for trained or generalized word-referent links. When in error, children were no more likely to select a foil that was a close neighbor to the target form than a maximally different foil. Additionally, they more often selected correct forms that were among the first six than the last six to be trained. Overall, these findings suggest that children are able to remember word forms after a limited number of ostensive exposures and a long-term delay. However, word forms remain more difficult to learn than word-referent links and there is an upper limit on the number of forms that can be learned within a given period of time.