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

References

• Adesope, O.O., Trevisan, D.A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87, 1–43. doi:10.3102/0034654316689306
   Web of Science ®Google Scholar
• Archibald, L.M.D., & Gathercole, S.E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41, 675–693. doi:10.1080/13682820500442602
   PubMed Web of Science ®Google Scholar
• Ariel, R., & Karpicke, J.D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24, 43–56. doi:10.1037/xap0000133
   PubMed Web of Science ®Google Scholar
• Arnold, K.M., & McDermott, K.B. (2013). Free recall enhances subsequent learning. Psychonomic Bulletin and Review, 20, 507–513. doi:10.3758/s13423-012-0370-3
   PubMed Web of Science ®Google Scholar
• Benham, S., Goffman, L., & Schweickert, R. (2018). An application of network science to phonological sequence learning in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 61, 2275–2291. doi:10.1044/2018_JSLHR-L-18-0036
   PubMed Web of Science ®Google Scholar
• Bishop, D.V.M., Snowling, M.J., Thompson, P.A., & Greenhalgh, T, & the CATALISE-2 Consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58, 1068–1080. doi:10.1111/jcpp.12721
   PubMed Web of Science ®Google Scholar
• Bjork, E.L., & Bjork, R.A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 59–68). New York: Worth Publishers.
   Google Scholar
• Carpenter, S.K., & DeLosh, E.L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268–276. doi:10.3758/bf03193405
   PubMed Web of Science ®Google Scholar
• Cepeda, N., Pashler, H., Vul, E., Wixted, J., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380. doi:10.1037/0033-2909.132.3.354
   PubMed Web of Science ®Google Scholar
• Davis, M.H., & Gaskell, M.G. (2009). A complementary systems account of word learning: Neural and behavioural evidence. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 364, 3773–3800. doi:10.1098/rstb.2009.0111
   PubMed Web of Science ®Google Scholar
• Dunlosky, J., & Rawson, K.A. (2015). Do students use testing and feedback while learning? A focus on key concept definitions and learning to criterion. Learning and Instruction2, 39, 32–44. doi:10.1016/j.learninstruc.2015.05.003
   Web of Science ®Google Scholar
• Ebbels, S.H., Nicoll, H., Clark, B., Eachus, B., Gallagher, A.L., Horniman, K., … Turner, G. (2012). Effectiveness of semantic therapy for word-finding difficulties in pupils with persistent language impairments: A randomized control trial. International Journal of Language & Communication Disorder, 47, 35–51. doi:10.1111/j.1460-6984.2011.00073.x
   PubMed Web of Science ®Google Scholar
• Edwards, J., Beckman, M.E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probabilty effects on children’s production accuracy and fluency in nonword repetition. Journal of Speech, Language & Hearing Research, 50, 429–443.
   Google Scholar
• Fidler, L.J., Plante, E., & Vance, R. (2011). Identification of adults with developmental language impairments. American Journal of Speech-Language Pathology, 20, 2–13. doi:10.1044/1058-0360(2010/09-0096)
   PubMed Web of Science ®Google Scholar
• Gershkoff-Stowe, L., & Hahn, E.R. (2013). Word comprehension and production asymmetries in children and adults. Journal of Experimental Child Psychology, 114, 489–509. doi:10.1016/j.jecp.2012.11.005
   PubMed Web of Science ®Google Scholar
• Gray, S. (2005). Word learning by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing, 48, 1452–1467. doi:10.1044/1092-4388(2005/101)
   Web of Science ®Google Scholar
• Gupta, P., & Tisdale, J. (2009). Word learning, phonological short-term memory, phonotactic probability and long-term memory: Towards an integrated framework. Philosophical Transactions of the Royal Society of London: Biological Sciences, 364, 3755–3771. doi:10.1098/rstb.2009.0132
   PubMed Web of Science ®Google Scholar
• Haebig, E., Leonard, L.B., Deevy, P., Karpicke, J., Christ, S.L., Usler, E., … Weber, C. (2019). Retrieval-based word learning in young typically developing children and children with development language disorder ii: A comparison of retrieval schedules. Journal of Speech, Language, and Hearing Research, 62, 944–964. doi:10.1044/2018_JSLHR-L-18-0071
   PubMed Web of Science ®Google Scholar
• Jescheniak, J.D., & Levelt, W.J. (1994). Word frequency effects in speech production: Retrieval of syntactic information and of phonological form. Journal of Experimental Psychology: Learning, Memory, and Cognition1, 20, 824. doi:10.1037/0278-7393.20.4.824
   Web of Science ®Google Scholar
• Karpicke, J.D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487-514). Oxford: Academic Press. doi:10.1016/b978-0-12-809324-5.21055-9
   Google Scholar
• Kaufman, A.S., & Kaufman, N.L. (2004). Kaufman brief intelligence test (2nd ed.). Circle Pines, MN: American Guidance Services.
   Google Scholar
• Kornell, N., Bjork, R.A., & Garcia, M.A. (2011). Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language, 65, 85–97. doi:10.1016/j.jml.2011.04.002
   Web of Science ®Google Scholar
• Kornell, N., & Vaughn, K.E. (2016). How retrieval attempts affect learning (pp. 183–215). New York: Elsevier Academic Press. doi:10.1016/bs.plm.2016.03.003
   Google Scholar
• Leonard, L.B. (2014). Children with specific language impairment (2nd ed.). Cambridge, MA: MIT Press.
   Google Scholar
• Leonard, L.B., Deevy, P., Karpicke, J.D., Christ, S.L., & Kueser, J.B. (2020). After initial retrieval practice, more retrieval produces better retention than more study in the word learning of children with developmental language disorder. Journal of Speech, Language, and Hearing, 63, 2763–2776. doi:10.23959/sfowj-1000006
   Web of Science ®Google Scholar
• Leonard, L.B., Karpicke, J., Deevy, P., Weber, C., & Christ, S. (2019). Retrieval-based word learning in young typically developing children and children with developmental language disorder I: The benefits of repeated retrieval. Journal of Speech, Language, and Hearing Research, 62, 1–12.
   Web of Science ®Google Scholar
• Martinussen, R., & Mackenzie, G. (2015). Reading comprehension in adolescents with ADHD: Exploring the poor comprehender profile and individual differences in vocabulary and executive functions. Research in Developmental Disabilities, 38, 329–337. doi:10.1016/j.ridd.2014.12.007
   PubMed Web of Science ®Google Scholar
• McGregor, K.K., Arbisi-Kelm, T., & Eden, N. (2017). The encoding of word forms into memory may be challenging for college students with developmental language impairment. Journal of Speech, Language, and Hearing Research, 19, 43–57. doi:10.1080/10937404.2015.1051611.INHALATION
   Google Scholar
• McGregor, K.K., Arbisi-Kelm, T., Eden, N., & Oleson, J. (2020). The word learning profile of adults with developmental language disorder, 5, 1–19 doi:10.1177/2396941519899311
   Google Scholar
• McGregor, K.K., Gordon, K., Eden, N., Arbisi-Kelm, T., & Oleson, J. (2017). Encoding deficits impede word learning and memory in adults with developmental language disorders. Journal of Speech, Language, and Hearing Research, 60, 2891–2905. doi:10.1044/2017_JSLHR-L-17-0031
   PubMed Web of Science ®Google Scholar
• Munro, N., Baker, E., McGregor, K., Docking, K., & Arculi, J. (2012). Why word learning is not fast. Frontiers in Psychology, 3, 41–10. doi:10.3389/fpsyg.2012.00041
   PubMed Web of Science ®Google Scholar
• Pan, S.C., Cooke, J., Little, J.L., McDaniel, M.A., Foster, E.R., Connor, L.T., & Rickard, T.C. (2019). Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually focused biology exam performance. CBE Life Sciences Education, 18, 1–26. doi:10.1187/cbe.18-12-0248
   Web of Science ®Google Scholar
• Pyc, M.A., & Rawson, K.A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437–447. doi:10.1016/j.jml.2009.01.004
   Web of Science ®Google Scholar
• Rawson, K.A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140, 283–302. doi:10.1037/a0023956
   PubMed Web of Science ®Google Scholar
• Roediger, H.L., & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210. doi:10.1111/j.1745-6916.2006.00012.x
   Web of Science ®Google Scholar
• Rowland, C.A., & DeLosh, E.L. (2015). Mnemonic benefits of retrieval practice at short retention intervals. Memory, 23, 403–419. doi:10.1080/09658211.2014.889710
   PubMed Web of Science ®Google Scholar
• Storkel, H.L. (2015). Learning from input and memory evolution: Points of vulnerability on a pathway to mastery in word learning. International Journal of Speech-Language Pathology, 17, 1–12. doi:10.3109/17549507.2014.987818
   PubMed Web of Science ®Google Scholar
• Stothard, S.E., Snowling, M.J., Chipchase, B.B., & Kaplan, C.A. (1998). Language-impaired preschoolers: A follow-up into adolescence (May, 2015, ). Journal of Speech, Language, and Hearing Research, 41(2), 407–418. doi:10.1044/jslhr.4102.407
   PubMed Web of Science ®Google Scholar
• Swingley, D., & Aslin, R.N. (2000). Spoken word recognition and lexical representation in very young children. Cognition, 76, 147–166. doi:10.1016/S0010-0277(00)00081-0
   PubMed Web of Science ®Google Scholar
• Tomblin, J.B., Records, N.L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech Language and Hearing Research, 40, 1245–1260. doi:10.1044/jslhr.4006.1245
   PubMed Web of Science ®Google Scholar
• Vitevitch, M.S., & Luce, P.A. (2004). A Web-based interface to calculate phonotactic probability for words and nonwords in English. Behavior Research Methods, Instruments, & Computers, 36, 481–487. doi:10.3758/s13428-017-0872-z
   PubMedGoogle Scholar