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Phonological memory and vocabulary development during the early school years: A longitudinal study.

Gathercole, S. E. and Willis, C. and Braddeley, A. D. and Emslie, H. (1992) Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28 (5). pp. 887-898. ISSN 0012-1649

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Abstract

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)

Item Type: Article
Journal or Publication Title: Developmental Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: UNSPECIFIED
ID Code: 19094
Deposited By: ep_ss_importer
Deposited On: 30 Oct 2008 10:14
Refereed?: Yes
Published?: Published
Last Modified: 26 Jul 2012 15:25
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/19094

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