Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval

Abstract

Purpose Scholars have long noted that retention improves significantly when learners frequently test themselves on the new material rather than engage in continuous study with no intermittent testing. In this study, we apply the notion of repeated testing or retrieval to the process of word learning in preschool-age children with and without developmental language disorder (DLD). Method Novel words and their meanings were taught to 10 children with DLD and 10 typically developing (TD) children matched on age (DLD, M = 63.4 months; TD, M = 63.2 months). Recall was assessed immediately after the 2nd learning session and then again 1 week later. Results Both groups showed better retention when they had attempted to retrieve the words during the learning period than when they had simply listened to and studied the words paired with their referents. Relative to their TD peers, the children with DLD seemed to be weaker in their encoding, but these children's retention over a 1-week period was indistinguishable from that of their age mates. Conclusion Word learning activities that include opportunities for repeated retrieval appear to significantly benefit retention relative to more traditional word learning activities. Supplemental Material https://doi.org/10.23641/asha.7927046.

Figures

Figure 1.

(a) An example of a block showing a novel word /nɛp/ assigned to the repeated retrieval with contextual reinstatement (RRCR) condition. In each block, each novel word is retrieved in three instances. Retrieval is immediate in the first retrieval trial with no words intervening between the retrieval trial and the preceding study trial (“0”). For the next two retrieval trials of the word, three other words intervened between the retrieval trial and the preceding study trial of the same word (“3”). (b) An example of a block showing a novel word /paɪb/ assigned to the repeated study condition. Again, three other words intervened between appearances of each word, but only study trials are employed.

Figure 2.

The mean number of word form items correct on the recall test at 5 min and 1 week for novel words in the repeated retrieval with contextual reinstatement (RRCR) condition and the repeated study (RS) condition by the children with developmental language disorder (DLD) and the children with typical language development (TD). Error bars are standard errors.

Figure 3.

The mean number of meaning items correct on the recall test at 5 min and 1 week for novel words in the repeated retrieval with contextual reinstatement (RRCR) condition and the repeated study (RS) condition by the children with developmental language disorder (DLD) and the children with typical language development (TD). Error bars are standard errors.