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Lin YT, Lai YH. Phonological processing in Chinese word repetition: Dementia effect and age effect. CLINICAL LINGUISTICS & PHONETICS 2024; 38:970-986. [PMID: 38818875 DOI: 10.1080/02699206.2023.2278421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 10/23/2023] [Indexed: 06/01/2024]
Abstract
This paper examined phonological processing as reflected in Mandarin word and non-word repetition. Issues related to dementia effects, age effects, and linguistic variables are discussed. Forty-five speakers of Mandarin Chinese in Taiwan took part in this study. Fourteen seniors with Alzheimer's disease (AD), 14 healthy adults, and 17 healthy seniors individually completed a task of word repetition. Scores of accurate repetition were calculated, and error types as well as error frequency were analysed. Linguistic variables, including lexicality, frequency, non-word, and syllable length, were discussed. Major findings were indicative of a significant dementia effect, in which participants with AD were significantly impaired in repeating words with more syllables, specifically 5-syllable non-words of low frequency. Numerous significant age effects were noted. Theoretical implications and directions for future study are discussed.
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Affiliation(s)
- Yu-Te Lin
- Center for Geriatrics and Gerontology, Kaohsiung Veterans General Hospital, Kaohsiung, Taiwan
- School of Medicine, College of Medicine, National Sun Yat-sen University, Kaohsiung, Taiwan
| | - Yi-Hsiu Lai
- Department of Western Languages and Literature, National University of Kaohsiung, Taiwan
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Hamidnia HR, Habibzadeh H, Gharaei Z. Working Memory Capacity and Contextual Novel Linguistic Input: A Cross-Modal Priming Study on Persian-English Subordinate Bilinguals. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:63. [PMID: 39147859 DOI: 10.1007/s10936-024-10103-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/07/2024] [Indexed: 08/17/2024]
Abstract
The present study investigated the effect of verbal working memory capacity (VWMC) on the processing of semantic information during on-line lexical ambiguity resolution of bilinguals. Seventeen Persian-English subordinate bilinguals of similar proficiency level were recruited to perform two experimental tasks: (1) a multi-load-level reading span task designed to measure their VWMC and (2) a cross-modal semantic priming task (CMPT), 24 h subsequent to the last encoding session, to assess their performance on semantic processing of L2 homographs whose subordinate readings were deemed "novel" for them. An overall 2 × 3 repeated-measures ANOVA revealed a statistically significant difference in the processing of the encoded semantic information between high and low WMC participants. The findings of the experiments lend support to the veracity of the assumptions made by Reordered Access Model in that biasing semantic context facilitates the ambiguity resolution of lexical items. Lastly, the pedagogical implications of the findings were expounded on.
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Affiliation(s)
| | - Hamed Habibzadeh
- English Department, Faculty of Literature and Foreign Languages, University of Kashan, Kashan, Iran.
| | - Zohreh Gharaei
- English Department, Faculty of Literature and Foreign Languages, University of Kashan, Kashan, Iran
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Hafeez H, Yasmin T, Raza MH, Mubarak L, Ashraf K, Samra MM, Basra MAR. Receptive vocabulary, memory span, and speech articulation in Pakistani children with developmental language disorders. Child Neuropsychol 2023; 29:391-412. [PMID: 35723553 PMCID: PMC11318491 DOI: 10.1080/09297049.2022.2087866] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 06/03/2022] [Indexed: 10/18/2022]
Abstract
This study aimed to find the association of receptive vocabulary in the development of speech and language among school-going children (4-13 years) with language disorders. On the basis of non-verbal receptive vocabulary and percentage correct consonants (PCC) scores, children from public schools in Punjab, Pakistan with speech and language issues were separated into three groups; Speech sound disordered (SSD, N = 15), Language Impaired (LI) comorbid with SSD (N = 42) and typically developed (TD, N = 15). Urdu version of Peabody picture vocabulary test, fourth edition (U-PPVT-4), Digit memory test (DMT), and Test for assessment of articulation and phonology in Urdu (TAAPU) were used to assess non-verbal receptive vocabulary, Short-term memory (STM), Working memory (WM), and SSD. Correlation and regression analyses were performed to find the association of receptive vocabulary with other measures used. Receptive vocabulary, STM, WM, omission, substitution, and PCC scores were significantly different (p < 0.01) when compared among LI+SSD, SSD, and TD groups. Regression analysis showed that receptive vocabulary was significantly associated with STM and WM in the LI+SSD group. A positive correlation was found between the U-PPVT-4 standard score with STM and WM for LI+SSD and SSD groups. Our findings in Urdu-speaking children suggested that STM and WM were less developed in children with speech and language impairments. Moreover, children with speech and language deficits not only had weaker receptive vocabulary but also attention should be given to improving STM and WM that contribute to LI.
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Affiliation(s)
- Huma Hafeez
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Tahira Yasmin
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | | | - Lubna Mubarak
- Education Department, Government Graduate College for Women, Lahore, Pakistan
- Department of Education, Virtual University, Lahore, Pakistan
| | - Komal Ashraf
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Malka M. Samra
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
| | - Muhammad Asim Raza Basra
- Centre for Clinical & Nutritional Chemistry, School of Chemistry, University of the Punjab, Lahore, Pakistan
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Gray SI, Levy R, Alt M, Hogan TP, Cowan N. Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1044-1069. [PMID: 35148490 PMCID: PMC9150727 DOI: 10.1044/2021_jslhr-21-00397] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 10/13/2021] [Accepted: 11/04/2021] [Indexed: 05/19/2023]
Abstract
PURPOSE The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. METHOD One hundred sixty-seven English-speaking second graders (7- to 8-year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations. RESULTS A structural equation model with expressive vocabulary, nonverbal IQ, and three working memory factors predicting two word learning factors fit the data well. When working memory factors were entered as predictors after expressive vocabulary and nonverbal IQ, they explained 45% of the variance in the phonological word learning factor and 17% of the variance in the semantic word learning factor. Thus, working memory explained a significant amount of word learning variance over and above expressive vocabulary and nonverbal IQ. CONCLUSION Results show that working memory is a significant predictor of dynamic word learning over and above the contributions of expressive vocabulary and nonverbal IQ, suggesting that a comprehensive working memory assessment has the potential to identify sources of word learning difficulties and to tailor word learning interventions to a child's working memory strengths and weaknesses. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19125911.
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Affiliation(s)
| | | | - Mary Alt
- The University of Arizona, Tucson
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Panesi S, Morra S. The relation between drawing and language in preschoolers: The role of working Memory and executive functions. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Rojas NM, Abenavoli RM. Bidirectionality in behavioral regulation, emotional competence, and expressive vocabulary skills: Moderation by preschool social-emotional programs. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Tang Y, Harris PL, Zou H, Wang J, Zhang Z. The relationship between emotion understanding and social skills in preschoolers: The mediating role of verbal ability and the moderating role of working memory. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1854217] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Yulong Tang
- Department of Psychology, College of Education, Zhejiang University of Technology, Hangzhou, P.R. China
- Faculty of Psychology, Beijing Normal University, Beijing, P.R. China
| | - Paul L. Harris
- Graduate School of Education, Harvard University, Cambridge, MA, USA
| | - Hong Zou
- Faculty of Psychology, Beijing Normal University, Beijing, P.R. China
| | - Juan Wang
- Faculty of Psychology, Beijing Normal University, Beijing, P.R. China
| | - Zhinuo Zhang
- Department of Psychology, College of Education, Zhejiang University of Technology, Hangzhou, P.R. China
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Traverso L, Viterbori P, Malagoli C, Usai MC. Distinct inhibition dimensions differentially account for working memory performance in 5-year-old children. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100909] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Panesi S, Morra S. Executive Functions and Mental Attentional Capacity in Preschoolers. JOURNAL OF COGNITION AND DEVELOPMENT 2019. [DOI: 10.1080/15248372.2019.1685525] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Jackson E, Leitao S, Claessen M, Boyes M. Fast mapping short and long words: Examining the influence of phonological short-term memory and receptive vocabulary in children with developmental language disorder. JOURNAL OF COMMUNICATION DISORDERS 2019; 79:11-23. [PMID: 30851624 DOI: 10.1016/j.jcomdis.2019.02.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Revised: 11/09/2018] [Accepted: 02/09/2019] [Indexed: 05/15/2023]
Abstract
PURPOSE To investigate factors that influence word learning in children with developmental language disorder (DLD). METHOD The participants were 23 children with DLD and 26 typically developing (TD) children, aged five. Participants completed a fast mapping task (assessed using a production measure), as well as tests of nonword repetition and receptive vocabulary. We explored the effect of word length on nonword repetition and fast mapping abilities while controlling for receptive vocabulary skills. RESULTS The results indicate that children with DLD demonstrate significant difficulties accurately repeating nonwords of all lengths relative to their TD peers. Children with DLD also exhibited significant difficulties with fast mapping, especially when learning longer novel words. CONCLUSIONS Our findings indicate that children with DLD demonstrate an impaired capacity to encode phonological information; however, this differentially impacts their nonword repetition and fast mapping abilities. TD children may more effectively take advantage of receptive vocabulary to support performance on these tasks. LEARNING OUTCOMES Readers will understand how phonological short-term memory and receptive vocabulary contribute to fast mapping in children with DLD and in TD children.
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Affiliation(s)
- Emily Jackson
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Australia.
| | - Suze Leitao
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Australia.
| | - Mary Claessen
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Australia.
| | - Mark Boyes
- School of Psychology, Curtin University, Australia.
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Relationship between working memory and comprehension and expression of grammar in Farsi-speaking children with cochlear implants. Int J Pediatr Otorhinolaryngol 2018; 113:240-247. [PMID: 30173994 DOI: 10.1016/j.ijporl.2018.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Revised: 08/04/2018] [Accepted: 08/04/2018] [Indexed: 11/24/2022]
Abstract
OBJECTIVES Grammar is one of the most fundamental components of language and working memory (WM) is one of the most important cognitive features. These two skills play a vital role in learning, literacy and communication. Children with cochlear implants (CIs) experience delays in both of these skills. The aim of this study was to investigate the relationship between these two skills in children with CIs. SUBJECTS AND METHODS The sample consisted of 20 Farsi-speaking children with CIs. WM was estimated by forward and backward auditory digit spans (FBS and BDS) from the Persian (Farsi) version of the Wechsler Intelligence Scale for Children, 4th edition. The comprehension of grammar by participants was evaluated using the Persian Syntax Comprehension Test. Grammar expression was assessed using the Photographic Expressive Persian Grammar Test. Pearson's correlation and simple linear regression were used for data analysis. RESULTS The results of linear regression and correlation showed a strong correlation between comprehension of grammar and FDS (r = 0.61; p = 0.004) was obtained, between BDS and comprehension of grammar (r = 0.161; p = 0.080). FDS and expression of grammar (r = 0.163; p = 0.222) showed a positive but insignificant correlation. CONCLUSION The results indicate that WM decisively effects grammar. Enhancement of the phonological loop can improve grammar, especially comprehension of grammar. The effect of the central executive in grammar requires further research.
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Arsalidou M, Im-Bolter N. Why parametric measures are critical for understanding typical and atypical cognitive development. Brain Imaging Behav 2018; 11:1214-1224. [PMID: 27696278 DOI: 10.1007/s11682-016-9592-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Children's cognitive abilities improve significantly over childhood and adolescence. We know from behavioral research that core cognitive processes such as working memory and mental attention improve significantly across development. Functional magnetic resonance imaging (fMRI) allows for investigating the typically developing, living brain in action. In the last twenty years we have learned a great deal about brain correlates associated with how adults hold and manipulate information in mind, however, neurocognitive correlates across development remain inconsistent. We present developmental fMRI findings on cognitive processes such as working memory and mental attention and discuss methodological and theoretical issues in the assessment of cognitive limitations in the visual spatial and verbal domains. We also review data from typical and atypical development and emphasize the unique contribution parametric measures can make in understanding neurocognitive correlates of typical and atypical development.
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Affiliation(s)
- Marie Arsalidou
- Department of Psychology, National Research University Higher School of Economics, Moscow, Russia. .,Department of Psychology, Faculty of Health, York University, Toronto, ON, Canada.
| | - Nancie Im-Bolter
- Department of Psychology, Trent University, Peterborough, ON, Canada
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Bisagno E, Morra S. How do we learn to "kill" in volleyball?: The role of working memory capacity and expertise in volleyball motor learning. J Exp Child Psychol 2017; 167:128-145. [PMID: 29156410 DOI: 10.1016/j.jecp.2017.10.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 10/18/2017] [Accepted: 10/18/2017] [Indexed: 10/18/2022]
Abstract
This study examines young volleyball players' learning of increasingly complex attack gestures. The main purpose of the study was to examine the predictive role of a cognitive variable, working memory capacity (or "M capacity"), in the acquisition and development of motor skills in a structured sport. Pascual-Leone's theory of constructive operators (TCO) was used as a framework; it defines working memory capacity as the maximum number of schemes that can be simultaneously activated by attentional resources. The role of expertise in motor learning was also considered. The expertise of each athlete was assessed in terms of years of practice and number of training sessions per week. The participants were 120 volleyball players, aged between 6 and 26 years, who performed both working memory tests and practical tests of volleyball involving the execution of the "third touch" by means of technical gestures of varying difficulty. We proposed a task analysis of these different gestures framed within the TCO. The results pointed to a very clear dissociation. On the one hand, M capacity was the best predictor of correct motor performance, and a specific capacity threshold was found for learning each attack gesture. On the other hand, experience was the key for the precision of the athletic gestures. This evidence could underline the existence of two different cognitive mechanisms in motor learning. The first one, relying on attentional resources, is required to learn a gesture. The second one, based on repeated experience, leads to its automatization.
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Affiliation(s)
- Elisa Bisagno
- Department of Education, University of Genoa, 16128 Genova, Italy; PGS Virtus Don Bosco Volley Club, 15067 Novi Ligure, Italy.
| | - Sergio Morra
- Department of Education, University of Genoa, 16128 Genova, Italy
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Kim YSG. Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. J Exp Child Psychol 2016; 141:101-20. [DOI: 10.1016/j.jecp.2015.08.003] [Citation(s) in RCA: 151] [Impact Index Per Article: 18.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2015] [Revised: 08/10/2015] [Accepted: 08/10/2015] [Indexed: 11/24/2022]
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Lange-Küttner C, Sykorova E. Mojibake - The rehearsal of word fragments in verbal recall. Front Psychol 2015; 6:350. [PMID: 25941500 PMCID: PMC4399214 DOI: 10.3389/fpsyg.2015.00350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2014] [Accepted: 03/12/2015] [Indexed: 11/16/2022] Open
Abstract
Theories of verbal rehearsal usually assume that whole words are being rehearsed. However, words consist of letter sequences, or syllables, or word onset-vowel-coda, amongst many other conceptualizations of word structure. A more general term is the 'grain size' of word units (Ziegler and Goswami, 2005). In the current study, a new method measured the quantitative percentage of correctly remembered word structure. The amount of letters in the correct letter sequence as per cent of word length was calculated, disregarding missing or added letters. A forced rehearsal was tested by repeating each memory list four times. We tested low frequency (LF) English words versus geographical (UK) town names to control for content. We also tested unfamiliar international (INT) non-words and names of international (INT) European towns to control for familiarity. An immediate versus distributed repetition was tested with a between-subject design. Participants responded with word fragments in their written recall especially when they had to remember unfamiliar words. While memory of whole words was sensitive to content, presentation distribution and individual sex and language differences, recall of word fragments was not. There was no trade-off between memory of word fragments with whole word recall during the repetition, instead also word fragments significantly increased. Moreover, while whole word responses correlated with each other during repetition, and word fragment responses correlated with each other during repetition, these two types of word recall responses were not correlated with each other. Thus there may be a lower layer consisting of free, sparse word fragments and an upper layer that consists of language-specific, orthographically and semantically constrained words.
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Affiliation(s)
- Christiane Lange-Küttner
- School of Psychology, Faculty of Life Sciences and Computing, London Metropolitan University, LondonUK
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Morra S. How do subvocal rehearsal and general attentional resources contribute to verbal short-term memory span? Front Psychol 2015; 6:145. [PMID: 25798114 PMCID: PMC4351569 DOI: 10.3389/fpsyg.2015.00145] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2014] [Accepted: 01/27/2015] [Indexed: 11/24/2022] Open
Abstract
Whether rehearsal has a causal role in verbal STM has been controversial in the literature. Recent theories of working memory emphasize a role of attentional resources, but leave unclear how they contribute to verbal STM. Two experiments (with 49 and 102 adult participants, respectively) followed up previous studies with children, aiming to clarify the contributions of attentional capacity and rehearsal to verbal STM. Word length and presentation modality were manipulated. Experiment 1 focused on order errors, Experiment 2 on predicting individual differences in span from attentional capacity and articulation rate. Structural equation modeling showed clearly a major role of attentional capacity as a predictor of verbal STM span; but was inconclusive on whether rehearsal efficiency is an additional cause or a consequence of verbal STM. The effects of word length and modality on STM were replicated; a significant interaction was also found, showing a larger modality effect for long than short words, which replicates a previous finding on children. Item errors occurred more often with long words and correlated negatively with articulation rate. This set of findings seems to point to a role of rehearsal in maintaining item information. The probability of order errors per position increased linearly with list length. A revised version of a neo-Piagetian model was fit to the data of Experiment 2. That model was based on two parameters: attentional capacity (independently measured) and a free parameter representing loss of partly-activated information. The model could partly account for the results, but underestimated STM performance of the participants with smaller attentional capacity. It is concluded that modeling of verbal STM should consider individual and developmental differences in attentional capacity, rehearsal rate, and (perhaps) order representation.
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Affiliation(s)
- Sergio Morra
- Department of Education, Università di GenovaGenova, Italy
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Marton K, Eichorn N. Interaction Between Working Memory and Long-Term Memory. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2014. [DOI: 10.1027/2151-2604/a000170] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Individual differences in working memory have been related to interactions between working memory and long-term memory (LTM). The present study examined this interaction in children with and without language impairment. We used two listening span tasks and two nonword repetition tasks. The results suggest a strong interaction among age, language status, and task complexity. Children with specific language impairment showed consistently poor performance across tasks and indicated a weakness in using long-term knowledge to support working memory performance. The findings show that these children do not benefit from various manipulations designed to enhance working memory performance via LTM support due to a combination of inefficiencies in maintaining and updating items in working memory and retrieving information from LTM, in part because of their poor resistance to interference.
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Affiliation(s)
- Klara Marton
- The Graduate School and University Center of the City University of New York, NY, USA
- Barczi Gusztav College of Special Education of Eotvos Lorand University, Budapest, Hungary
| | - Naomi Eichorn
- The Graduate School and University Center of the City University of New York, NY, USA
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Abstract
In prior work with adults, women were found to outperform men on a paired-associates word-learning task, but only when learning phonologically-familiar novel words. The goal of the present work was to examine whether similar gender differences in word learning would be observed in children. In addition to manipulating phonological familiarity, referent familiarity was also manipulated. Children between the ages of 5 and 7 learned phonologically-familiar or phonologically-unfamiliar novel words in association with pictures of familiar referents (animals) or unfamiliar referents (aliens). Retention was tested via a forced-choice recognition measure administered immediately after the learning phase. Analyses of retention data revealed stronger phonological and referent familiarity effects in girls than in boys. Moreover, girls outperformed boys only when learning phonologically-familiar novel words and when learning novel words in association with familiar referents. These findings are interpreted to suggest that females are more likely than males to recruit native-language phonological and semantic knowledge during novel word learning.
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Do experimental measures of word learning predict vocabulary development over time? A study of children from grade 3 to 4. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.04.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Chrysochoou E, Bablekou Z, Masoura E, Tsigilis N. Working memory and vocabulary development in Greek preschool and primary school children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1080/17405629.2012.686656] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Kaushanskaya M, Yoo J, Van Hecke S. Word learning in adults with second-language experience: effects of phonological and referent familiarity. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:667-678. [PMID: 22992709 PMCID: PMC4266995 DOI: 10.1044/1092-4388(2012/11-0084)] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. METHOD Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. RESULTS Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. CONCLUSIONS Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.
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Simmering VR, Perone S. Working memory capacity as a dynamic process. Front Psychol 2013; 3:567. [PMID: 23335902 PMCID: PMC3538562 DOI: 10.3389/fpsyg.2012.00567] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2012] [Accepted: 11/30/2012] [Indexed: 11/13/2022] Open
Abstract
A well-known characteristic of working memory (WM) is its limited capacity. The source of such limitations, however, is a continued point of debate. Developmental research is positioned to address this debate by jointly identifying the source(s) of limitations and the mechanism(s) underlying capacity increases. Here we provide a cross-domain survey of studies and theories of WM capacity development, which reveals a complex picture: dozens of studies from 50 papers show nearly universal increases in capacity estimates with age, but marked variation across studies, tasks, and domains. We argue that the full pattern of performance cannot be captured through traditional approaches emphasizing single causes, or even multiple separable causes, underlying capacity development. Rather, we consider WM capacity as a dynamic process that emerges from a unified cognitive system flexibly adapting to the context and demands of each task. We conclude by enumerating specific challenges for researchers and theorists that will need to be met in order to move our understanding forward.
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Affiliation(s)
| | - Sammy Perone
- Department of Psychology, University of Iowa and Delta CenterIowa City, IA, USA
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Morra S, Parrella I, Camba R. The role of working memory in the development of emotion comprehension. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010; 29:744-64. [DOI: 10.1348/2044-835x.002006] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Banai K, Ahissar M. On the importance of anchoring and the consequences of its impairment in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2010; 16:240-57. [PMID: 20680994 DOI: 10.1002/dys.407] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
One of the main impediments of individuals with reading difficulties and individuals with language difficulties is poor working memory. Typically measured using verbal stimuli, working memory deficits have often been considered as one aspect of the phonological difficulty putatively underlying dyslexia. Over the years it has been shown that a broad range of auditory discrimination abilities are also mildly impaired. Here we present evidence that a domain general, rather than a phonology specific, deficits in the ability to implicitly use contextual information, which we term anchoring, can account for both types of deficits. We propose that anchoring ability, which reflects a basic biological mechanism for replacing effortful mechanisms of explicit working memory with automatic mechanisms of implicit memory, and consequently boost performance in both perceptual and cognitive tasks, is a crucial factor in our ability to be expert users of oral and written language.
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