Windi Krok
George Washington University
6 Papers
10 Citations
Windi Krok is an academic researcher from George Washington University. The author has contributed to research in topics: Specific language impairment & Word lists by frequency. The author has an hindex of 3, co-authored 5 publications. Previous affiliations of Windi Krok include Purdue University & University of Illinois at Urbana–Champaign.
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Papers
Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules
Eileen Haebig,Laurence B. Leonard,Patricia Deevy,Jeffrey D. Karpicke,Sharon L. Christ,Evan Usler,Evan Usler,Justin B. Kueser,Sofía M. Souto,Windi Krok,Christine Weber +10 more
TL;DR: Both typically developing children and children with developmental language disorder benefit from this type of retrieval procedure that requires contextual reinstatement through spacing in enhanced word learning and long-term retention of words.
Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval
Laurence B. Leonard,Jeffrey D. Karpicke,Patricia Deevy,Christine Weber,Sharon L. Christ,Eileen Haebig,Sofía M. Souto,Justin B. Kueser,Windi Krok +8 more
TL;DR: Word learning activities that include opportunities for repeated retrieval appear to significantly benefit retention relative to more traditional word learning activities.
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.
Laurence B. Leonard,Sharon L. Christ,Patricia Deevy,Jeffrey D. Karpicke,Christine Weber,Eileen Haebig,Justin B. Kueser,Sofía M. Souto,Windi Krok +8 more
TL;DR: This paper examined the data from four studies that employed the same types of participants (4-and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures.
Verb Variability and Morphosyntactic Priming With Typically Developing 2- and 3-Year-Olds.
Windi Krok,Laurence B. Leonard +1 more
TL;DR: Typically developing children do indeed make use of lexical variability in their linguistic input to help them extract and generalize abstract grammatical rules, with relatively stable, robust learning occurring after a single optimally variable input session.
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Using Animated Action Scenes to Remotely Assess Sentence Diversity in Toddlers
Windi Krok,Elizabeth S. Norton,Mary Kate Buchheit,Emily M. Harriott,Lauren S. Wakschlag,Pamela A. Hadley +5 more
TL;DR: The Sentence Diversity Priming Task (SDPT) as discussed by the authors assess sentence diversity in toddlers via video chat platforms, where the task is presented as an animated picture book, with parents serving as the child's primary partner during administration.
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