Retrieval-based Word Learning in Developmental Language Disorder: Adaptive Retrieval Schedule

NCT06995014 | Recruiting

• 2 other identifiers: 1603017480DR01DC014708
• Study Type: interventional
• Target: 32
• Locations: 1 country
• Sites: 1

Brief Summary

Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to determine whether special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In the current study, the investigators compare a "standard" repeated spaced retrieval schedule, with fixed spacing between hearing a word and attempting to retrieve it, to an "adaptive" repeated spaced retrieval schedule in which opportunities to retrieve a given word are tailored to the individual child's current knowledge state. The goal of the study is to determine whether the adaptive schedule can increase children's absolute levels of learning while maintaining the advantages of repeated spaced retrieval.

Conditions

Developmental Language Disorder; Specific Language Impairment; Language Development

Keywords

Word learning; Word retrieval; Preschool-aged children

Outcome Measures

Primary Outcomes (5)

• Word Form Recall Accuracy (Number of Words Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 5 Mins

  5 minutes after second learning session, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  5 minutes after end of learning period

• Word Form Recall Accuracy (Number of Words Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 1 week

  1 week after second learning session, child is asked to recall and say the word associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  1 week after end of learning period

• Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 5 Mins

  5 minutes after second learning session, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  5 minutes after end of learning period

• Word Meaning Recall Accuracy (Number of Semantic Associations Correctly Recalled) on Adaptive and Standard Retrieval Schedules at 1 week

  1 week after second learning session, child is asked to recall and say the semantic information associated with each novel referent learned under one of two conditions: one in which retrieval trials occurred on an adaptive schedule and one in which retrieval trials occurred on the standard schedule.

  1 week after end of learning period

• Word Recognition (Number of Words Accurately Identified) on on Adaptive and Standard Retrieval Schedules

  Upon hearing a novel word, the child is asked to indicate (by pointing) which picture among 4 options is referred to; for words learned on the adaptive condition and for words learned on the standard condition.

  1 week after end of learning period

Secondary Outcomes (2)

• Standard Score on Peabody Picture Vocabulary Test, 5th Edition

  at enrollment

• Years of Maternal Education

  at enrollment

Study Arms (2)

Children with Developmental Language Disorder

EXPERIMENTAL

These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease.

Behavioral: Retrieval-based word learning: Standard retrieval practice schedule; Behavioral: Retrieval-based word learning: Adaptive retrieval practice schedule

Children With Typical Language Development

EXPERIMENTAL

Children whose language development is as expected for their age.

Behavioral: Retrieval-based word learning: Standard retrieval practice schedule; Behavioral: Retrieval-based word learning: Adaptive retrieval practice schedule

Interventions

Retrieval-based word learning: Standard retrieval practice schedule BEHAVIORAL

Novel nouns and their meanings are practiced on 2 consecutive days. At the beginning of each learning session, a retrieval trial will immediately follow hearing the word and what it likes (a study trial). In the standard condition, the remaining retrieval trials for each word will be spaced - occurring only after 3 other words have intervened. This practice schedule is repeated the next day (Day 2).

Children With Typical Language Development; Children with Developmental Language Disorder

Retrieval-based word learning: Adaptive retrieval practice schedule BEHAVIORAL

Novel nouns and their meanings are practiced on 2 consecutive days. At the beginning of each learning session, a retrieval trial will immediately follow hearing the word and what it likes (a study trial). For the remainder of the session, there will be spaced retrieval trials for each word - occurring after 3 words have intervened. In the Adaptive condition, children will have additional retrieval opportunities throughout. These will be provided whenever the child does not remember the word form, whether it is an immediate (initial) or space retrieval trial. This practice schedule is repeated the next day (Day 2).

Children With Typical Language Development; Children with Developmental Language Disorder

Eligibility Criteria

• Age: 48 Months - 71 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• a significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability.
• normal hearing.
• no evidence of neurological damage or disease.
• scores on tests of nonverbal intelligence above the intellectual disability range
• not within Autistic range on Autism screening test
• native English speaker (can be bilingual)

You may not qualify if:

• failed hearing screening
• known neurological damage or disease
• scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75)
• autism spectrum disorder
• non-native English speaker

Sponsors & Collaborators

• Purdue University: lead
• National Institute on Deafness and Other Communication Disorders (NIDCD): collaborator

Study Sites (1)

Purdue University

West Lafayette, Indiana, 47907, United States

RECRUITING

MeSH Terms

Conditions

Language Development Disorders; Specific Language Disorder

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Learning Disabilities; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Laurence B Leonard, PhD

  Purdue University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Patricia L Deevy, PhD

CONTACT

765-496-1821; deevy@purdue.edu

Laurence B Leonard, PhD

CONTACT

765-496-2253; xdxl@purdue.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Model Details: Within-participant design in which each child learns words under two conditions. The clinical group (children with DLD) is compared to the control group (children with Typical development) on these two word learning conditions.

Study Record Dates

• First Submitted: May 20, 2025
• First Posted: May 29, 2025
• Study Start: August 15, 2024
• Primary Completion: December 31, 2025
• Study Completion: December 31, 2025
• Last Updated: June 3, 2025

Record last verified: 2025-05

Locations

US (1)