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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
Published on: June 12, 2017
Vocabulary learning in primary school children: working memory and long-term memory components
1Dipartimento di Scienze Antropologiche, Sezione Psicologia, Università di Genova, Genova 16128, Italy. morra@nous.unige.it
Journal of Experimental Child Psychology
|June 12, 2009
Summary
Children’s working memory and long-term memory significantly impact vocabulary acquisition. Phonological sensitivity, vocabulary knowledge, and attentional resources are key predictors of learning new words.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Vocabulary acquisition is crucial for cognitive development.
- Understanding the memory components that support learning new words is essential.
Purpose of the Study:
- To identify which aspects of working memory and long-term memory predict vocabulary learning in children.
- To explore how nonword characteristics influence the relationship between memory and learning.
Main Methods:
- A nonword learning paradigm was employed with 8- to 10-year-old children.
- Participants learned picture-nonword pairs, with nonwords varying in length and phonology.
- Linear structural equation modeling was used to analyze memory influences.
Main Results:
- Short, phonologically native nonwords were learned most effectively.
- Phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity) influenced nonword learning.
- The contribution of each memory component varied based on nonword characteristics.
Conclusions:
- Different memory components support the learning of various nonword types.
- Effortful activation, lexical mediation, and associative learning may underlie different learning processes.
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