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Susan E Gathercole - One of the best experts on this subject based on the ideXlab platform.
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Phonological short term Memory and vocabulary development further evidence on the nature of the relationship
Applied Cognitive Psychology, 1999Co-Authors: Susan E Gathercole, Graham J Hitch, Annemarie Adams, Amanda J MartinAbstract:The nature and generality of the developmental association between Phonological short-term Memory and vocabulary knowledge was explored in two studies. Study 1 investigated whether the link between vocabulary and verbal Memory arises from the requirement to articulate Memory items at recall or from earlier processes involved in the encoding and storage of the verbal material. Four-year-old children were tested on immediate Memory measures which required either spoken recall (nonword repetition and digit span) or recognition of a sequence of nonwords. The Phonological Memory-vocabulary association was found to be as strong for the serial recognition as recall-based measures, favouring the view that it is Phonological short-term Memory capacity rather than speech output skills which constrain word learning. In Study 2, the association between Phonological Memory skills and vocabulary knowledge was found to be strong in teenaged as well as younger children, indicating that Phonological Memory constraints on word learning remain significant throughout childhood.
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the development of Memory
Journal of Child Psychology and Psychiatry, 1998Co-Authors: Susan E GathercoleAbstract:This article reviews recent advances in understanding the changes in Memory function that take place during the childhood years. Development of the following aspects of Memory are considered: short-term Memory, comprising Phonological Memory, visuospatial Memory, and executive function; autobiographical Memory; episodic Memory, including eyewitness Memory; and metaMemory. Each of these aspects of Memory function shows substantial qualitative change from infancy, through the preschool period, to the early school years. Beyond about 7 years of age, however, Memory function appears adult-like in organisation and strategies, and shows only a gradual quantitative improvement through to early adolescence.
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Phonological short term Memory and new word learning in children
Developmental Psychology, 1997Co-Authors: Susan E Gathercole, Graham J Hitch, Amanda J MartinAbstract:Sixty-five 5-year old children participated in 4 experimental tasks of word learning that varied systematically in the amounts of Phonological and nonPhonological learning required. Measures of the children's performances on 2 measures of Phonological Memory (digit span and nonword repetition), vocabulary knowledge, and nonverbal ability were also obtained. Learning of the sound structures of new words was significantly, and to some degree independently, associated with aspects of both Phonological Memory skill and vocabulary knowledge. Learning of pairs of familiar words was linked with current vocabulary knowledge, although not with Phonological Memory scores. The findings suggest that both existing lexical knowledge and Phonological short-term Memory play significant roles in the long-term learning of the sounds of new words. The study also provides evidence of both shared and distinct processes contributing to nonword repetition and digit span tasks.
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is nonword repetition a test of Phonological Memory or long term knowledge it all depends on the nonwords
Memory & Cognition, 1995Co-Authors: Susan E GathercoleAbstract:The extent to which children's performance on tests of nonword repetition is constrained by Phonological working Memory and long-term lexical knowledge was investigated in a longitudinal study of 70 children tested at 4 and 5 years of age. At each time of testing, measures of nonword repetition, Memory span, and vocabulary knowledge were obtained. Reading ability was also assessed at 5 years. At both ages, repetition accuracy was greater for nonwords of high- rather than low-rated wordlikeness, and Memory-span measures were more closely related to repetition accuracy for the low-wordlike than for the high-wordlike stimuli. It is argued that these findings indicate that nonword repetition for unwordlike stimuli is largely dependent on Phonological Memory, whereas repetition for wordlike items is also mediated by long-term lexical knowledge and is therefore less sensitive to Phonological Memory constraints. Reading achievement was selectively linked with earlier repetition scores for low-wordlike nonwords, suggesting a Phonological Memory contribution in the early stages of reading development. Vocabulary knowledge was associated with repetition accuracy for both low- and high-wordlike nonwords, consistent with the notion that lexical knowledge and nonword repetition share a reciprocal developmental relationship.
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the children s test of nonword repetition a test of Phonological working Memory
Memory, 1994Co-Authors: Susan E Gathercole, Alan D. Baddeley, Catherine Willis, Hazel EmslieAbstract:This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and more specific than those obtained between language skills and another simple verbal task with a significant Phonological Memory component, auditory digit span. The psychological mechanisms underpinning these distinctive developmental relationships between nonword repetition and language development are considered.
Amanda J Martin - One of the best experts on this subject based on the ideXlab platform.
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Phonological short term Memory and vocabulary development further evidence on the nature of the relationship
Applied Cognitive Psychology, 1999Co-Authors: Susan E Gathercole, Graham J Hitch, Annemarie Adams, Amanda J MartinAbstract:The nature and generality of the developmental association between Phonological short-term Memory and vocabulary knowledge was explored in two studies. Study 1 investigated whether the link between vocabulary and verbal Memory arises from the requirement to articulate Memory items at recall or from earlier processes involved in the encoding and storage of the verbal material. Four-year-old children were tested on immediate Memory measures which required either spoken recall (nonword repetition and digit span) or recognition of a sequence of nonwords. The Phonological Memory-vocabulary association was found to be as strong for the serial recognition as recall-based measures, favouring the view that it is Phonological short-term Memory capacity rather than speech output skills which constrain word learning. In Study 2, the association between Phonological Memory skills and vocabulary knowledge was found to be strong in teenaged as well as younger children, indicating that Phonological Memory constraints on word learning remain significant throughout childhood.
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Phonological short term Memory and new word learning in children
Developmental Psychology, 1997Co-Authors: Susan E Gathercole, Graham J Hitch, Amanda J MartinAbstract:Sixty-five 5-year old children participated in 4 experimental tasks of word learning that varied systematically in the amounts of Phonological and nonPhonological learning required. Measures of the children's performances on 2 measures of Phonological Memory (digit span and nonword repetition), vocabulary knowledge, and nonverbal ability were also obtained. Learning of the sound structures of new words was significantly, and to some degree independently, associated with aspects of both Phonological Memory skill and vocabulary knowledge. Learning of pairs of familiar words was linked with current vocabulary knowledge, although not with Phonological Memory scores. The findings suggest that both existing lexical knowledge and Phonological short-term Memory play significant roles in the long-term learning of the sounds of new words. The study also provides evidence of both shared and distinct processes contributing to nonword repetition and digit span tasks.
Michael J Kofler - One of the best experts on this subject based on the ideXlab platform.
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understanding Phonological Memory deficits in boys with attention deficit hyperactivity disorder adhd dissociation of short term storage and articulatory rehearsal processes
Journal of Abnormal Child Psychology, 2012Co-Authors: Jennifer Bolden, Mark D Rapport, Joseph S Raiker, Dustin E Sarver, Michael J KoflerAbstract:The current study dissociated and examined the two primary components of the Phonological working Memory subsystem—the short-term store and articulatory rehearsal mechanism—in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their Phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the Phonological short-term store was assessed using word lists at their established Memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both Phonological shortterm storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient Phonological short-term Memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.
Alan D. Baddeley - One of the best experts on this subject based on the ideXlab platform.
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the children s test of nonword repetition a test of Phonological working Memory
Memory, 1994Co-Authors: Susan E Gathercole, Alan D. Baddeley, Catherine Willis, Hazel EmslieAbstract:This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and more specific than those obtained between language skills and another simple verbal task with a significant Phonological Memory component, auditory digit span. The psychological mechanisms underpinning these distinctive developmental relationships between nonword repetition and language development are considered.
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a developmental deficit in short term Phonological Memory implications for language and reading
Memory, 1993Co-Authors: Alan D. Baddeley, Barbara A WilsonAbstract:QU, an eight-year-old boy, was identified from a large scale normative study on the basis of his greatly reduced digit span, combined with normal long-term Memory and non-verbal intelligence. Further investigation indicated that his visual STM was normal, but that he was clearly impaired on two verbal STM tests, nonword repetition, and Memory span for words. His span showed clear effects of Phonological similarity and word-length, suggesting qualitatively normal functioning of the Phonological loop component of working Memory, despite a quantitative impairment in level of performance. This pattern resembles that found in an earlier study of children with a specific language disorder. We tested QU on measures of vocabulary, syntax, and reading, and found him to be substantially below the age norms on all three. The implications of these findings are discussed for the role of the Phonological loop in language development.
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Phonological Memory and vocabulary development during the early school years a longitudinal study
Developmental Psychology, 1992Co-Authors: Susan E Gathercole, Catherine Willis, Hazel Emslie, Alan D. BaddeleyAbstract:The nature of the developmental association between Phonological Memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, Phonological Memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between Phonological Memory and vocabulary development before and after 5 yrs of age. Between 4 and 5 yrs, Phonological Memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of Phonological Memory on vocabulary development subsiding to a nonsignificant level. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Carol A Rashotte - One of the best experts on this subject based on the ideXlab platform.
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the relations between Phonological processing abilities and emerging individual differences in mathematical computation skills a longitudinal study from second to fifth grades
Journal of Experimental Child Psychology, 2001Co-Authors: Steven A Hecht, Joseph K. Torgesen, Richard K Wagner, Carol A RashotteAbstract:The primary purpose of this longitudinal correlational study was to examine relations between Phonological processing abilities and emerging individual differences in math computation skills and also to investigate the source of covariation between reading and math computation skills in a random sample (n = 201). Phonological Memory, rate of access to Phonological codes in long-term Memory, and Phonological awareness were uniquely associated with growth in estimated total number of computation procedures mastered (general computation skills) from 92.5 to 134.8 months in age, although the contributions of the first two abilities were developmentally limited. Phonological processing almost completely accounted for the associations between reading and general computation skills. Evidence of bidirectional relations between general computation skills and simple arithmetic problem solving speed was found.
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longitudinal studies of Phonological processing and reading
Journal of Learning Disabilities, 1994Co-Authors: Joseph K. Torgesen, Richard K Wagner, Carol A RashotteAbstract:O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of Phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, Phonological processing refers to an individual's mental operations that make use of the Phonological or sound structure of oral language when he or she is learning how to decode written language. The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of Phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work). The kinds of Phonological processing skills and knowledge that have been most frequently studied include Phonological awareness, Phonological Memory, and rate of access for Phonological information. Types of Reading-Related Phonological Skill
