Impact of variable training schedules on vocabulary learning in children

• Main Author: Tan, Nicole Li Ning
• Other Authors: -
• Format: Final Year Project
• Language: English
• Published: Nanyang Technological University 2020
• Subjects: Science::Biological sciences
• Online Access: https://hdl.handle.net/10356/138706
• Institution: Nanyang Technological University

Children with developmental language disorder (DLD) often struggle to comprehend language, which may lead to poorer outcomes in adulthood. However, there is little evidence to support the effectiveness of current intervention strategies in improving language comprehension. In this project, we take the first step in developing an effective language-comprehension intervention for DLD children, by investigating vocabulary-learning paradigms in neurotypical children through an online platform. Two tasks were designed for this study – a focus task targeting vocabulary learning and a filler task targeting the comprehension of spatial prepositions. Since presentation sequence can significantly affect one’s learning of new material, the two tasks were presented in either a blocked or interleaved sequence to 96 neurotypical children between the ages of 6 and 10. Reaction time and error-frequency data were used both to investigate vocabulary learning, and to investigate the effects of presentation sequence (blocking/interleaving) on vocabulary learning. Upon analysis, we found that while our vocabulary task successfully targeted vocabulary learning in neurotypical children, there was no effect of presentation sequence. Nevertheless, given its effectiveness, our task is a promising start in training vocabulary in young children. With further modifications, we believe it could be a stepping-stone to developing effective online DLD interventions.