Vocabulary Learning in Primary School Children: Working Memory and Long-Term Memory Components

Autor/inn/en	Morra, Sergio; Camba, Roberta
Titel	Vocabulary Learning in Primary School Children: Working Memory and Long-Term Memory Components
Quelle	In: Journal of Experimental Child Psychology, 104 (2009) 2, S.156-178 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.03.007
Schlagwörter	Phonology; Associative Learning; Short Term Memory; Learning Processes; Vocabulary Development; Long Term Memory; Elementary School Students; Russian; Phonemes; Structural Equation Models + Suchen Sie Ihr Suchwort? Fonologie; Kurzzeitgedächtnis; Learning process; Lernprozess; Wortschatzarbeit; Langzeitgedächtnis; Russisch; Fonem
Abstract	The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short, phonologically native nonwords were learned best, whereas learning long nonwords leveled off after a few presentation cycles. Linear structural equation analyses showed an influence of three constructs--phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity)--on nonword learning, but the extent of their contributions depended on specific characteristics of the nonwords to be learned. Phonological sensitivity predicted learning of all nonword types except short native nonwords, vocabulary predicted learning of only short native nonwords, and M capacity predicted learning of short nonwords but not long nonwords. The discussion considers three learning processes--effortful activation of phonological representations, lexical mediation, and passive associative learning--that use different cognitive resources and could be involved in learning different nonword types. (Contains 3 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10