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

Gathercole, S. E. and Hitch, G. J. and Service, E. and Martin, A. (1997) Phonological short-term memory and new word learning in children. Developmental Psychology, 33. pp. 966-979.

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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. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

Item Type: Article
Journal or Publication Title: Developmental Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: Faculty of Science and Technology > Psychology
ID Code: 18957
Deposited By: ep_ss_importer
Deposited On: 07 Nov 2008 11:51
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 15:24
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/18957

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