Working memory and spoken language comprehension in young children

Adams, Anne-Marie and Bourke, Lorna (1999) Working memory and spoken language comprehension in young children. International Journal of Psychology, 34 (5/6). pp. 364-373. ISSN 1464-066X

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Official URL: https://onlinelibrary.wiley.com/doi/abs/10.1080/00...

Abstract

This study has two theoretical dimensions: (a) to explore which components of Baddeley’s (1986) working memory model are associated with children’s spoken language comprehension, and (b) to compare the extent to which measures of the components of this fractionated model and an index of a unitary model (listening span) are able to predict individual differences in spoken language comprehension. Correlational analyses revealed that within a group of 66 4- and 5-year-old children both listening span and phonological memory, but not visuospatial memory, were associated with vocabulary knowledge and spoken language comprehension. However, of the proposed measures of central executive function - dual task coordination, sustained attention, verbal fluency only the latter was related to children’s ability to understand spoken language. Hierarchical regression analyses indicated that variance in vocabulary knowledge was best explained by phonological memory skills, whereas individual differences in spoken language comprehension exhibited unique and independent associations with verbal fluency.

Item Type: Article
Faculty / Department: Faculty of Science > Psychology
Depositing User: Lorna Bourke
Date Deposited: 28 Oct 2019 14:26
Last Modified: 28 Oct 2019 14:26
URI: http://hira.hope.ac.uk/id/eprint/2953

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