Optimizing Feedback-based Learning in Children With Developmental Language Disorder
This study is looking for children aged 8 to 12 with Developmental Language Disorder (DLD) to understand how different types of feedback can improve their learning. Researchers want to see if changing how and when feedback is given during computer tasks can help children with DLD learn better. The study involves several behavioral interventions, including "Declarative learning with immediate feedback," "Declarative learning with delayed feedback," "Probabilistic learning with immediate feedback," "Probabilistic learning with delayed feedback," and "Word learning task with active feedback." Success will be measured by how accurate children are on learning tasks immediately after and one week later. You can join if English is your primary language and you meet specific language and intelligence scores. The study aims to find better ways to provide feedback in language interventions.
- Study design
- This is an interventional study planning to enroll 100 participants. The specific design details like randomization or blinding are not specified.
- What's involved
- Participants will complete various computer-based learning tasks. Accuracy will be measured immediately after the task and again one week later.
- Compensation
- Not stated in the trial record.
- Follow-up
- Participants will be followed for one week after the learning tasks to measure accuracy.
AI-generated from the public study record. Only the study team can confirm whether you're eligible — confirm details with them before making decisions.
Optimizing Feedback-based Learning in Children With Developmental Language Disorder
At a glance
Conditions
NCT05678634
Where you'd take part
This study runs at 1 site. They're the same protocol — you choose where, and that choice sets who your contact draft is addressed to.
MGH Institute of Health Professions
Boston, Massachusettsstudy coordinator listed
Recruiting
Sites open and close at different times, so the status above is per site — it can differ from the study's overall status.
Study leadership
- Yael Arbel, PhD · PRINCIPAL_INVESTIGATOR · MGH Institute of Health Professions
Who to contact
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Inclusion
Exclusion
What this trial measures
- Accuracy (percent correct) on a two-choice paired associate test immediately after the taskImmediately after learning task
Accuracy on a two-choice paired-associate test following each of the learning conditions. The structure of a test trial will be similar to the structure of a task trial but it will not include feedback. This measure will evaluate learning outcomes.
- Accuracy (percent correct) on a two-choice paired associate test 1 week after the task1 week after the learning task
Accuracy on a two-choice paired-associate test a week after the completion of each learning task. The structure of a test trial will be similar to the structure of a task trial but it will not include feedback. This measure will evaluate learning retention.
- FRN amplitudeDuring each learning task
The amplitude (in microvolts) of the feedback related negativity (FRN) event related potential
- N170 amplitudeDuring each learning task
The amplitude (in microvolts) of the N170 event related potential