The relationships among verbal short-term memory, phonological awareness, and new word learning: Evidence from typical development and Down syndrome

2009 ◽  
Vol 102 (2) ◽  
pp. 196-218 ◽  
Author(s):  
Christopher Jarrold ◽  
Annabel S.C. Thorn ◽  
Emma Stephens
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Word Learning ◽  
Short Term Memory ◽  
Typical Development ◽  
Short Term ◽  
Term Memory

scholarly journals Phonological Short-Term Memory Impairment in Children with Down Syndrome

2021 ◽  
Vol 89 (6) ◽  
pp. 897-902
Author(s):  
EMAN F. EL-WAKIL, M.D.; RASHA M. SHOEIB, M.D. ◽  
YOSSRA A.N. SALLAM, M.D.; MAHA H. BOSHNAQ, M.D.
Keyword(s):  
Down Syndrome ◽  
Memory Impairment ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome

scholarly journals Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

2009 ◽  
Vol 364 (1536) ◽  
pp. 3755-3771 ◽  
Author(s):  
Prahlad Gupta ◽  
Jamie Tisdale
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Phonotactic Probability ◽  
Term Memory ◽  
The Third ◽  
The Relationship

Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.

Language Influences on Verbal Short-Term Memory Performance in Down Syndrome

2004 ◽  
Vol 47 (6) ◽  
pp. 1334-1346 ◽  
Author(s):  
Jon Brock ◽  
Christopher Jarrold
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Vocabulary Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Short Term ◽  
Language Abilities ◽  
Term Memory

Down syndrome is associated with severe deficits in language and verbal short-term memory, but the causal relationship between these deficits is unclear. The current study therefore investigated the influence of language abilities on verbal short-term memory performance in Down syndrome. Twenty-one individuals with Down syndrome and 29 younger typically developing children were tested on memory for words and nonwords using 2 immediate recognition tasks: an order memory task that was a relatively pure measure of verbal short-term memory and an item memory task that was more sensitive to language ability. Despite having superior vocabulary knowledge to the typically developing children, individuals with Down syndrome were impaired on both order and item tasks. This impairment was particularly marked on the item task, where individuals with Down syndrome showed an atypically large lexicality effect. These results are interpreted in terms of an underlying verbal short-term memory deficit in Down syndrome that is compounded by poor phonological discrimination abilities.

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