scholarly journals Working memory as a factor mediating explicit and implicit knowledge of English grammar

2021 ◽  
pp. 1-8
Author(s):  
Mirosław Pawlak ◽  
Adriana Biedroń
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Target Language ◽  
Short Term ◽  
Passive Voice ◽  
English Grammar ◽  
Explicit And Implicit Knowledge ◽  
The Relationship

Abstract This paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed that PSTM was related to implicit productive knowledge while WMC was linked to explicit productive knowledge. However, regression analysis showed that those relationships were weak and mediated by overall mastery of target language grammar, operationalized as final grades in a grammar course.

Working Memory: Models and Applications

2020 ◽  
Author(s):  
Stoo Sepp ◽  
Steven J. Howard ◽  
Sharon Tindall-Ford ◽  
Shirley Agostinho ◽  
Fred Paas
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Long Term Memory ◽  
Auditory Information ◽  
Short Term ◽  
Term Memory

In 1956, Miller first reported on a capacity limitation in the amount of information the human brain can process, which was thought to be seven plus or minus two items. The system of memory used to process information for immediate use was coined “working memory” by Miller, Galanter, and Pribram in 1960. In 1968, Atkinson and Shiffrin proposed their multistore model of memory, which theorized that the memory system was separated into short-term memory, long-term memory, and the sensory register, the latter of which temporarily holds and forwards information from sensory inputs to short term-memory for processing. Baddeley and Hitch built upon the concept of multiple stores, leading to the development of the multicomponent model of working memory in 1974, which described two stores devoted to the processing of visuospatial and auditory information, both coordinated by a central executive system. Later, Cowan’s theorizing focused on attentional factors in the effortful and effortless activation and maintenance of information in working memory. In 1988, Cowan published his model—the scope and control of attention model. In contrast, since the early 2000s Engle has investigated working memory capacity through the lens of his individual differences model, which does not seek to quantify capacity in the same way as Miller or Cowan. Instead, this model describes working memory capacity as the interplay between primary memory (working memory), the control of attention, and secondary memory (long-term memory). This affords the opportunity to focus on individual differences in working memory capacity and extend theorizing beyond storage to the manipulation of complex information. These models and advancements have made significant contributions to understandings of learning and cognition, informing educational research and practice in particular. Emerging areas of inquiry include investigating use of gestures to support working memory processing, leveraging working memory measures as a means to target instructional strategies for individual learners, and working memory training. Given that working memory is still debated, and not yet fully understood, researchers continue to investigate its nature, its role in learning and development, and its implications for educational curricula, pedagogy, and practice.

Phonological short-term memory, working memory and foreign language performance in intensive language learning

2008 ◽  
Vol 11 (2) ◽  
pp. 261-271 ◽  
Author(s):  
JUDIT KORMOS ◽  
ANNA SÁFÁR
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Short Term Memory ◽  
Digit Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Short Term ◽  
Term Memory ◽  
Digit Span Test ◽  
Span Test

In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores.

Verbal working memory deficits in abstinent heroin abusers

2008 ◽  
Vol 20 (5) ◽  
pp. 265-268 ◽  
Author(s):  
Zhao-Xin Wang ◽  
Zhuang-Wei Xiao ◽  
Da-Ren Zhang ◽  
Chun-Yu Liang ◽  
John X. Zhang
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Digit Span ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Short Term ◽  
Term Memory ◽  
Heroin Abusers ◽  
Back Task

Background:A prevailing belief is that opioids tend not to impair cognitive performance in opioid-dependent users. However, the impact of heroin abuse on verbal memory, especially on working memory, is not well studied and the results available are inconsistent.Objective:This study was carried out to test the hypothesis that abstinent heroin abusers have intact working memory capacity.Methods:N-back task and backward digit span task were used to measure the verbal working memory capacity in 28 abstinent heroin abusers and 25 controls matched for age, education level and gender. Forward digit span task was used as a control task to measure short-term memory capacity.Results:Compared with the control subjects, heroin abusers showed normal backward/forward digit spans but significant performance impairment in the n-back task.Conclusion:Abstinent heroin abusers have intact short-term memory capacity but impaired verbal working memory capacity.

Meta-analyses of simultaneous interpreting and working memory

Interpreting ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 165-195 ◽  
Author(s):  
Christopher D. Mellinger ◽  
Thomas A. Hanson
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Moderating Variables ◽  
Simultaneous Interpreting ◽  
Comparison Groups ◽  
The Difference ◽  
Meta Analyses ◽  
The Relationship

Abstract This article adopts a meta-analytic research framework to examine the strength of the relationship between working memory and simultaneous interpreting. This quantitative analysis utilizes a random effects model to combine multiple studies in an examination of differences between professional interpreters and various comparison groups as well as the relationship between working memory capacity and interpreter performance. Moderating and control variables are discussed, and a classification scheme for work on these topics is proposed. Two moderating variables are examined by testing the difference between working memory tests relying on auditory and visual stimuli as well as storage tasks (short-term memory) and processing tasks (working memory). Published studies were collected from several field-specific databases by querying working memory and simultaneous interpreting as key terms, and then supplemented by reviewing references, searching Google Scholar, and reviewing the work of scholars known to work in the area. Results are indicative of differences between professional and comparison groups, with professional interpreters exhibiting greater working memory capacity. Additionally, an overall positive correlation was observed between working memory capacity and measures of the quality of simultaneous interpreting.

scholarly journals The effect of bilingualism on lexical learning and memory across two language modalities: Some evidence for a domain-specific, but not general, advantage

2019 ◽  
Author(s):  
David Martinez
Keyword(s):  
Working Memory ◽  
Young Adults ◽  
Word Learning ◽  
Large Scale ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Short Term ◽  
Term Memory ◽  
Bilingual Advantage

The present study was conducted to replicate bilingual advantages in short-term memory for language-like material and word learning in young adults and extend this research to the sign domain, ultimately with the goal of investigating the domain specificity of bilingual advantages in cognition. Data from 112 monolingual hearing non-signers and 78 bilingual hearing non-signers were analysed for this study. Participants completed a battery of tasks assessing sign and word learning, short-term memory, working memory capacity, intelligence, and a language and demographic questionnaire. Overall, the results of this study suggested a bilingual advantage in memory for speech-like material—no other advantage (or disadvantage) was found. Results are discussed within the context of recent large-scale experimental and meta-analytic studies that have failed to find bilingual advantages in domain-general abilities such as attention control and working memory capacity in young adults.

scholarly journals Relations Between Working Memoryand Emergent Writing AmongPreschool-aged Children

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
Maureen Hoskyn ◽  
Irina Tzoneva
Keyword(s):  
Working Memory ◽  
Age Differences ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Emergent Writing ◽  
Short Term ◽  
Age Related ◽  
Name Writing ◽  
Preschool Aged Children

The authors examined the nature of the working memory system that underlies age differences of young, preschool-aged children. Measures of working memory, short-term memory, articulation speed, general intelligence, and writing were administered to 166 Canadian preschool-aged children aged 3 to 5 years. Findings generally support the hypothesis that age-related differences in working memory capacity are a function of growth in a general executive as well as processing at lower levels. The results also showed that working memory predicted unique variance in name writing of preschoolers; however, this association was mediated by children’s age (experience) and letter-copying skill.

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