Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention.

中文翻译：

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重复间隔检索在发育性语言障碍儿童单词学习中的作用的多研究检验

许多患有发育性语言障碍 (DLD) 的儿童在词汇方面存在明显的弱点。近年来，研究人员通过使用新颖的单词学习范式探索了这些弱点的本质。这些研究已经开始揭示特定的困难领域，并提供了有关可能帮助这些孩子更准确、更有效地学习单词的可能干预策略的提示。这种类型的研究包括在学习过程中结合重复间隔检索活动的研究。在这项研究中，我们检查了其中四项研究的数据，这些研究采用了相同类型的参与者（患有 DLD 的 4 岁和 5 岁儿童以及具有典型语言发育的同龄儿童）、研究设计和结果测量。这些研究的主要区别在于与间隔检索条件进行比较的学习条件类型。使用了混合效应建模框架，可以汇总来自四项研究和不同结果测量的数据。在整个研究中，重复间隔检索条件下的单词比比较条件下的单词更多。无论结果衡量如何，这都是正确的。具有典型语言发展的儿童比 DLD 的儿童回忆更多的单词。两组都受益于间隔检索，尽管 DLD 组的效果更大。孩子们在学习 1 周后回忆单词的准确度与 5 分钟时一样；两组在这方面基本相同。总体，