Retention Of Children Research Articles

Caregivers as experimenters: Reducing unfamiliarity helps shy children learn words.

Previous work has found that shy children show chance-level disambiguation and retention of novel word meanings in a typical lab-based word learning task. This effect could be explained in terms of shy children's aversion to unfamiliarity disrupting the requisite attentional processes, because the task is marked by a high degree of unfamiliarity. To test this argument, we examined whether increasing the familiarity of the task facilitates shy children's ability to form and retain word meanings. Two-year-old children (N=23) took part in a word learning task in which their caregiver acted as the experimenter. On referent selection trials, children were presented with sets of three objects, one novel and two familiar, and were asked for either a familiar object using its known label, or a novel object using a novel word. Children were then tested on their retention of the previously formed novel word-object mappings. In this context of increased familiarity, shyness was unrelated to performance on referent selection trials. However, shyness was positively related to children's retention of the word-object mappings, meaning that shyer children outperformed less-shy children on this measure of word learning. These findings show that context-based familiarity interacts with intrinsic individual differences to affect word learning performance.

Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology

Introducing the Quran to early childhood is a crucial foundation for developing their character and spirituality. In the modern technological era, adopting an effective learning approach is essential. This article reviews the significance of a multisensory approach in Quran memorization for early childhood. This study employed a mixed-methods approach, involving a survey of 50 parents selected through convenience sampling who participated in the tahfidz program. In addition, in-depth interviews were conducted with seven parents and three early childhood tahfidz teachers, complemented by direct observation of interactions in the memorization process. Data analysis was performed descriptively using MS Excel 2013 for quantitative data and NVivo 12 for qualitative data, based on the Miles and Huberman approach. The results indicate that the tradition of Quran memorization remains strong in Muslim families and is increasingly applied to early childhood. Methods involving multiple senses—such as hearing, sight, and touch—are preferred to enhance memorization. The integration of technology, combining audio, visual, and kinesthetic elements, creates an engaging memorization experience. This study confirms that a multisensory approach, along with technology integration and the active involvement of parents and teachers, enhances children's engagement and memory retention. It also provides a robust foundation for developing an effective religious education curriculum.

The effect of retrieval practice on vocabulary learning for DHH children.

On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice-a robust learning strategy-has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = .02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning.

Metode Guru Sekolah Minggu dalam Pengajaran Doa-Doa Pokok terhadap Anak Minggu Gembira di Stasi ST. Yohanes Don Bosco Sukajulu Tiga Jumpa

Purpose: This research aims to explore the methods used by Sunday School teachers to teach fundamental prayers to the children of Minggu Gembira at St. Yohanes Don Bosco Sukajulu Tiga Jupa. Methodology: This study adopted a qualitative approach using a single case study method. Data were collected through observation, interviews, and documentation. The findings reveal that the teaching methods employed by Sunday schoolteachers include the use of visual media, repetition, and real-life examples. Results: This study explored the effectiveness of The Sunday School teacher's method in teaching the main prayers to the children of Sunday Joy at St. John Don Bosco Sukajulu Tiga Jumpa Station. Results indicate that this method shows promise in enhancing children's understanding and retention of key prayers Limitations: The limitations include small sample size and limited generalizability to other settings. Further research is required to assess the long-term impact of this method on children's spiritual growth and development. Contribution: This study contributes to the development of teaching methods for fundamental prayers in Sunday Schools and provides insights into how Minggu Gembira children respond to teaching methods.

The role of interest in young children's retention of words

AbstractChildren fast‐map new words to their referents early on but may not show robust retention of the learning of word–object mappings until much later. This study examines whether children's interest in a natural category is associated with children's retention of newly learned labels for objects in that category. German‐speaking 24‐month‐olds and 38‐month‐olds (n = 88, 41 female) were trained on novel word–object associations from different categories. Pupillary arousal and parental reports served as indices of children's interest in categories presented. Recognition and retention were tested directly after exposure, 5 min later and 24 h later. Both younger and older children showed successful word–object recognition and retention. Furthermore, interest in the category modulates young children's recognition and retention of newly learned word–object associations from semantic categories across ages.

Improving Kids English Vocabulary Through Immersive Mobile Games

This paper explores the potential of utilizing immersive games to enhance children's English vocabulary acquisition. In a world increasingly reliant on effective communication in English, developing a robust vocabulary foundation is essential. Traditional language learning methods can often be tedious for children, leading to disengagement and reduced motivation. To address this challenge, this study delves into the innovative use of immersive games as an educational tool. Immersive games offer a unique opportunity to create an interactive and captivating learning environment that can significantly improve a child's vocabulary retention and usage. This research investigates the effectiveness of various types of immersive games, including virtual reality, augmented reality, and interactive simulations, in engaging children and expanding their English vocabulary. The study also examines the impact of immersive experiences on motivation, engagement, and overall language learning outcomes. By examining the latest trends in educational game design and language acquisition theories, this paper presents a comprehensive overview of the advantages of using immersive games as a vehicle for vocabulary development in children. It highlights the potential for immersive games to foster a fun and dynamic language learning experience, making it a promising approach for educators and parents seeking to enhance children's English language skills. The findings of this study provide valuable insights into the design and implementation of immersive games for English vocabulary enhancement in children, shedding light on the significant role these games can play in shaping the future of language education. As technology continues to evolve, harnessing the power of immersive games for educational purposes becomes an exciting avenue for nurturing the linguistic abilities of the younger generation. Key Words: English Vocabulary, Immersive Games, Language Learning, Education, Child Learning, Educational Technology, Interactive Simulations, Motivation, Engagement, Language Education, Educational Games.

Fast mapping in word-learning: A case study on the humanoid social robots' impacts on Children's performance

The evolution of robotic technology has heightened the demands for robots capable of social interaction with humans, also known as social robots. The encouraging prospects of deploying this advanced assistive tool in entertainment, healthcare, and education have, in turn, promoted substantial growth in studies conducted on the human-robot interaction (HRI) topic. One hot HRI subject is the examination of social robots' efficacy within various educational scenarios, e.g., word learning. In the context of word learning, fast mapping (FM) is a well-established technique through which novel words are taught by contrasting them with previously known words. The concept of this approach originates from how infants comprehend new vocabularies' referents. In this study, we investigated the potential benefits of utilizing social robots during educational interventions, based on the FM strategy, by means of two measures, alternative forced-choice (AFC) test and gaze data analysis. The first metric explores participants' retention after a 10-min and a one-week delay, while the second is concerned with scrutinizing their gaze focus during training sessions. Our findings indicate that the utility of social robots during FM interventions could enhance children's engagement, attention, and retention of novel words.

Weekly Treatment for Childhood Apraxia of Speech With Rapid Syllable Transition Treatment: A Single-Case Experimental Design Study.

The aim of this study was to pilot the efficacy of rapid syllable transition (ReST) treatment when provided once per week for a 50-min treatment session for 12 weeks with five children with childhood apraxia of speech. Of central importance was the children's retention and generalization of gains from treatment as indicators of speech motor learning. A multiple-baseline across-participant design was employed to investigate (a) treatment effect on the 20 treated pseudowords, (b) generalization to 40 untreated real words and 10 untreated polysyllabic word sentences, and (c) maintenance of any treatment and generalization goals to up to 4 months posttreatment. To investigate any difference between in-session performance and retention, a comparison was made between data collected during treatment and probe sessions. Treatment data collected during therapy showed all children improving across their 12 treatment sessions. Three of the five children showed a treatment effect on treated pseudowords in the probe sessions, but only one child showed generalization to untreated real words, and no children showed generalization to sentences. ReST treatment delivered at a dose frequency of once per week was efficacious for only one of the five children. In-session treatment data were not a reliable indicator of children's learning. One session per week of ReST therapy is therefore not recommended. https://doi.org/10.23641/asha.23751018.

The victory of a non-digital game over a digital one in vocabulary learning

Among the most important things a child can do to learn is to play. Technology, however, has created a distinct type of play for children that differs from previous forms. This raises the question of whether digital or non-digital plays are more effective learning tools. To address the question, the current study examined the impact of digital and non-digital play-based instruction on children's vocabulary learning and retention. To this aim, 40 elementary EFL learners were assigned to two groups: digital and non-digital. In the first phase of the study, after twenty sessions of intervention, the post-test was administered and two weeks later, the delayed post-test was held. Twenty sessions of another type of play-based learning took place in the second phase when the learners switched groups. We ended up administering both the post-test and the delayed post-test after a two-week break. The data were analyzed using ANCOVA and Quade's ANCOVA tests. Additionally, the learners, parents, teachers, and two observers who attended all classes were interviewed. The quantitative results revealed that, across the stages, the non-digital group outperformed the digital one. The interviews and observations lend credence to the quantitative results. The study demonstrated that the advent of technology should not make us ignore the benefits of non-digital activities and plays in language education environments.

Factors Influencing Long-Term Behavioral Intervention Outcomes in Preschool Children with Attention-Deficit Hyperactivity Disorder in Southeast China.

Previous studies have demonstrated the long-term effectiveness of behavioral interventions for attention-deficit hyperactivity disorder (ADHD) in preschool children. We continue to design a case‒control study to further investigate the factors influencing the long-term effect of behavioral intervention. From May 2020 to August 2021, children who were newly diagnosed with ADHD and not receiving any treatment received a one-year behavioral intervention. A total of 86 children completed the behavioral intervention and assessment. 50 children (58.140%) were in the effective group, and 36 children (41.860%) were in the ineffective group. Attention retention time (OR=0.559, 0.322-0.969), Swanson, Nolan, and Pelham total score (OR=1.186, 1.024-1.374) at baseline, performance score for parents (OR=0.631, 0.463-0.859), and teacher coordination (OR=0.032, 0.002-0.413) were the influencing factors of behavioral intervention effects. The area under the receiver operating curve was 0.979 (p<0.001). The comprehensive nomogram model showed that the discrimination and mean absolute error were 0.979 and 0.023, respectively. During behavioral intervention, the implementation skills of parents should be evaluated in a timely manner. The behavioral intervention effect can be predicted based on a child's attention retention time at baseline, teacher involvement, behavioral scale score, and performance score for parents, which can guide clinicians in adjusting personalized treatment plans and provide a basis for clinical decision-making. The treatment of ADHD in preschool children requires a systematic framework that integrates family, school, and society.

Persepsie en retensie van televisiereklame deur kinders

THE aim of the study was threefold: to establish children's general feelings and re- sponses towards television commercials; to test their knowledge as regards the purpose of commercials and finally, to deter- mine the influence of the different compo- nents of television commercials on the child's retention of these. Thirty children in three different age groups were tested. It was established that although children do not always believe the claims that are made, they enjoyed commercials. Furthermore, they generally knew what commercials are about. A final conclusion was that vision is the most important non-verbal component which aided retention of the commercials.

Methylnaltrexone in the Management of Opioid-Associated Urinary Retention in Children.

To evaluate the association between methylnaltrexone and urine output (UOP) in critically ill children with opioid-associated urinary retention. This retrospective study included patients admitted to the pediatric intensive care unit between December 1, 2019, and November 30, 2020, who received methylnaltrexone for opioid-associated oliguria (spontaneous UOP below 1 mL/kg/hr and at least 1 dose of an opioid within the preceding 6 hours). Twenty-five patients (median age = 5.5 years, IQR 1.7-16.4; median weight = 19 kg, IQR 9-45) were included. Mean methylnaltrexone dose was 0.15 ± 0.006 mg/kg. A statistically significant increase in UOP from baseline to 6 hours following methylnaltrexone was observed (p = 0.001), but not all patients responded. Fourteen patients (56%) had no UOP following methylnaltrexone administration, while 11 (44%) demonstrated a robust increase (median = 0 mL/kg/hr at baseline [IQR 0-0] to 1.96 mL/kg/hr [IQR 1.08-2.22; p = 0.001]) within 6 hours following methylnaltrexone administration. Younger patients responded better than older patients (responder age = 2.5 years [IQR 0.8-7]) versus 11.4 years [IQR 1.75-17.5] for non-responders) (p = 0.04). Both intravenous (IV) and subcutaneous (SQ) routes were associated with an increase in UOP (IV, p = 0.04; SQ, p = 0.02). The effect persisted for up to 24 hours after administration. Sixty-four percent of patients required urinary catheter placement. Pain scores (averaged 6 hours before and after methylnaltrexone) remained unchanged (p = 0.44). Methylnaltrexone may increase spontaneous UOP in some children with opioid-associated urinary retention, but urinary catheterization rates remain high.

Impact of Auditory–Oral Education on Device Use in Children With Hearing Loss

This study examined changes in datalogging for children attending an auditory-oral educational program with integrated audiology services versus children attending a mainstream or nonspecialized program. Eighty children participated in this study, half of which were enrolled in an auditory-oral educational program versus the nonspecialized or mainstream setting. Datalogging for cochlear implant and hearing aid users was obtained via retrospective medical and educational chart review from 2016 to 2019. Results demonstrated that at post-enrollment, children attending the auditory-oral educational program significantly increased device wear time (as measured by average hours/day) when compared to the control group. Children using hearing aids enrolled in the specialized educational program obtained the largest improvement in overall wear time, averaging an increase of 5 hr/day of device use from pre- to post-enrollment. This is the first study to document the association of specialized educational programs on device use. Clinical and educational programs should collaborate to provide integrated services to lessen family burden and increase a child's device use and retention.

Staff Wellbeing and Retention in Children’s Social Work: Systematic Review of Interventions

Objective: To systematically review international evidence on the effectiveness and cost-effectiveness of interventions targeting the mental health, wellbeing, and retention of child and family social workers and their impact on child and family outcomes.Method:Systematic review and narrative synthesis of quantitative comparative studies. Published or unpublished research was sought via 12 bibliographic databases, websites, contact with experts, and citation tracking. Studies in any language were eligible for inclusion. Quality was assessed using Cochrane appraisal tools.Results: Fifteen studies were identified from 24 papers. Three studies considered individual-level interventions, with mixed and inconclusive findings. Eleven considered organisational interventions, with mixed but more promising findings. One study considered community-level interventions, with positive findings but a serious risk of bias. Only one study considered costs.Conclusion: The quality of evidence overall does not warrant clear recommendations for services. Organisation-level interventions show some promise. Robust, high-quality interventional studies are needed.

Interventions that address institutional child maltreatment: An evidence and gap map.

Interventions that address institutional child maltreatment: An evidence and gap map.

Effects of New Jersey's Abbott preschool program on children's achievement, grade retention, and special education through tenth grade

Relatively few studies provide rigorous estimates of the long-term effects of large-scale public preschool programs, and their findings vary greatly. This study investigates the effects in third through tenth grade of New Jersey's Abbott preschool program which has many of the features and contexts hypothesized to mitigate fadeout. The program was designed and implemented in the context of a Court mandated systemic reform of education and its funding from preschool through high school. We describe in detail the program's features including an extensive, multitiered continuous improvement system. Sample size for analyses ranged from 426 to 785 depending on the grade and assessment. Participants were primarily Black and Hispanic students living in 31 communities with high concentrations of poverty. Inverse weighting by propensity scores was employed with multiple imputation for missing data to estimate effects on achievement, grade retention, and special education. Substantial positive effects were found in language arts and literacy, mathematics, and science on statewide assessments. Effects did not fade after grade 3. Achievement effects appear to be larger for 2-year than 1-year of the preschool program. Grade retention was significantly lower through grade 10. Effects on special education placement were imprecisely estimated but consistent with other findings of reduced special education. Results were robust with respect to alternative methods to control for measured and unmeasured differences between preschool and comparison groups and for missing data. This study adds to the evidence on preschool program features and contexts associated with long-term effects.

The Effects of Prequestions versus Postquestions on Memory Retention in Children

Prior research revealed that answering questions after study benefits learning in children, but it is unclear whether answering questions before study (i.e., prequestions) produces similar effects. Here, we report two experiments investigating this issue in 4th and 5th grade children. In both experiments, target-words from an encyclopedic text were either prequestioned, postquestioned, or reread. To assess memory retention, cued recall and multiple choice tests were administered after a 7-day interval, when children also rated their confidence on their responses. Both prequestions and postquestions resulted in overall greater memory retention than rereading, although postquestions resulted in greater cued recall performance than prequestions, a finding that was mirrored by the confidence data (i.e., postquestion > prequestion > reread). Thus, although both prequestions and postquestions were more beneficial for memory retention than rereading, postquestions seem to have promoted more recollection-based retrieval than prequestions, a finding we discuss from a dual-process model perspective.

After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder.

Purpose Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. Method Participants were 13 children with DLD and 13 same-age peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. Results Better recall both immediately after learning and after 1 week was seen for the more retrieval/less study condition. This was seen for both groups of children for word form recall and for children with DLD for meaning. Group differences were not found. Conclusion This study served as a stringent test of the benefits of retrieval to children's word learning. Continued retrieval after initial retrieval practice appeared to be helpful even when further study was discontinued and when the comparison study condition had also provided retrieval practice in the initial stages. Further refinement of retrieval procedures might lead to the development of useful clinical tools to promote word learning.

Moderating role of reading comprehension in children's word learning with context versus pictures

AbstractWe investigated pictorial versus contextual support effects over and above teaching of definitions on children's word learning and retention as well as the moderating role of reading comprehension. In a between‐subject pre‐post‐retention test control group design, Dutch fourth graders learned concrete and abstract Dutch words. The context group received definitions and context sentences, the picture group received definitions and pictures, and the control group only received definitions. Children in the picture group outperformed children in the context group but not the control group on all words directly after learning. This learning gain, however, disappeared over time because participants in the context group retrieved the word meanings better than in the other groups 1 day later. Interestingly, reading comprehension moderated the forgetting effect, as low comprehenders in the experimental groups forgot less than those in the control group. Adding pictures to definitions, thus, leads to richer long‐term knowledge for low comprehenders.

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

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.