Phonological short-term memory and new word learning in children.

Abstract

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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1. The phonological loop as a language learning device.
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   Gathercole, Susan E. · 1999 · Trends in Cognitive Sciences
3. Short‐term and working memory in specific language impairment
   Archibald, Lisa M. D., Gathercole, Susan E. · 2006 · International Journal of Language & Communication Disorders
4. Learning New Words: Phonotactic Probability in Language Development
   Storkel, Holly L. · 2001 · Journal of Speech, Language, and Hearing Research
5. Working memory retention systems: A state of activated long-term memory
   Ruchkin, Daniel S., Grafman, Jordan, Cameron, Katherine, Berndt, Rita S. · 2003 · Behavioral and Brain Sciences

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