Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.
Katherine R Gordon, Stephanie L Lowry
PMID 38269415WHAT IT FOUND
Words successfully retrieved by children across three or four training sessions showed better one-month retention than words retrieved in fewer sessions.
Retrieval across five sessions did not improve retention beyond three or four. Continuing to test a word after initial success supports long-term memory.
Key findings
01The number of training sessions in which a child correctly retrieved a word positively predicted whether they could produce that word one month later.
02Exploratory analyses showed that retrieving a word across three or four sessions led to better retention than retrieving it in zero or one session, but retrieving it across five sessions did not offer additional benefit over three or four.
03Standard demographic factors like age, sex, and baseline vocabulary scores did not significantly predict one-month retention performance.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The sample size was small (24 children), and the authors note this limits the certainty of the exploratory findings regarding the optimal number of sessions. The study included children who struggled the most with the task (those who required all six sessions), so results may not generalize to children who learn words quickly. Some words were retested one or two weeks after training, while others were not, though the analysis found no significant effect of this retest condition. The study focused only on word form production; it did not assess retention of word meanings.
Declared interests
The authors declared no competing interests.
The easy way to misread this
Do not assume that retrieving a word five times is better than retrieving it three or four times. The study found no additional retention benefit for five sessions compared to three or four, suggesting diminishing returns. Also, these findings apply to word form production in children who needed six sessions to learn; it is unclear if the same pattern holds for word meanings or faster learners.