Is Written Language Production more Difficult than Oral Language Production? A Working Memory Approach

1994 ◽  
Vol 29 (5) ◽  
pp. 591-620 ◽  
Author(s):  
Béatrice Bourdin ◽  
Michel Fayol
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Language Production ◽  
Written Language

Verbal, visual, and spatial working memory in written language production

2007 ◽  
Vol 124 (3) ◽  
pp. 382-397 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Thierry Olive ◽  
Annie Piolat
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Spatial Working Memory ◽  
Written Language

Differential Verbal, Visual, and Spatial Working Memory in Written Language Production

2010 ◽  
Vol 110 (1) ◽  
pp. 229-244 ◽  
Author(s):  
Bascom A. Raulerson ◽  
Michael J. Donovan ◽  
Alison P. Whiteford ◽  
Ronald T. Kellogg
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Spatial Working Memory ◽  
Written Language

Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012

2015 ◽  
Vol 49 (2) ◽  
pp. 251-274 ◽  
Author(s):  
Mark D. Johnson ◽  
Christine L. Nicodemus
Keyword(s):  
Working Memory ◽  
Language Production ◽  
First Language ◽  
Idea Generation ◽  
Written Language ◽  
Target Language ◽  
Task Planning ◽  
Composing Processes ◽  
Writing Research ◽  
Quasi Experimental

In order to better understand the role of working memory in second language (L2) written production, this study contributes to recent research attempting to apply Kellogg's model of working memory in first language (L1) writing to L2 writing research (Ellis & Yuan 2004; Ong & Zhang 2010; Johnson, Mercado & Acevedo 2012). This paper describes an approximate replication of a study presented by Johnson et al. (2012) in order to determine whether the effects of pre-task planning sub-processes (idea generation, organization, and goal setting) are mediated by a hypothesized threshold of proficiency in the target language. To do this, the current study replicated a quasi-experimental research design to test the effect of specific pre-task planning sub-processes on the written language production of a group of L1 speakers of English. Using measures identical to those in Johnson et al. (2012), the study found no significant, multivariate effect of pre-task planning on the fluency and complexity of the participants' written language production, suggesting no support for the hypothesized threshold of general proficiency in the target language. The implications of the study's results are discussed in terms of Kellogg's model (1996) of working memory in L1 writing and its ability to describe L2 composing processes.

scholarly journals The Nature of Written Language Deficits in Children With SLI

2004 ◽  
Vol 47 (6) ◽  
pp. 1469-1483 ◽  
Author(s):  
Clare Mackie ◽  
Julie E. Dockrell
Keyword(s):  
Language Impairment ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Writing Assessment ◽  
Language Production ◽  
Written Language ◽  
Standardized Measures ◽  
Language Problems ◽  
The Relationship ◽  
Reading Decoding

Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

scholarly journals Desenvolvimento da Linguagem Oral e da Memória de Trabalho em Indivíduos com Síndrome de Down por meio da Recontagem de Histórias / Development of Oral Language and Working Memory in Individuals with Down's Syndrome by Recounting Histories

2019 ◽  
Vol 13 (46) ◽  
pp. 212-230
Author(s):  
Amanda Avelar Lima ◽  
Carla Salati Almeida Ghirello-Pires
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Down's Syndrome ◽  
Down’S Syndrome

O objetivo foi analisar o efeito da expansão da linguagem oral em indivíduos com Síndrome de Down, através da avaliação e intervenção da memória de trabalho, por meio da recontagem de histórias. Os participantes foram selecionados no Laboratório de Estudos e Pesquisa em Neurolinguística (LAPEN), localizado na Universidade Estadual da Bahia (UESB) em Vitória da Conquista - Bahia, sendo 4 indivíduos com Síndrome de Down com 8 anos (AR e SB) e 12 anos (CP e LR), sexo feminino. A pesquisa contou com três fases: a avaliação inicial da memória de trabalho; a estimulação da memória de trabalho e da linguagem, através da contagem e recontagem de histórias; e a avaliação final da memória de trabalho. Os resultados indicaram melhores desempenhos dos participantes na avaliação final da memória de trabalho em comparação à avaliação inicial. As evidencias apontaram que o processo interventivo, através das narrativas, favoreceu um melhor desempenho na memória de trabalho e na expansão linguística.

scholarly journals JENIS DAN PROSES PEMBENTUKAN ADJEKTIVA DALAM BAHASA MINANGKABAU DI KENAGARIAN SUNGAI ABANG KECAMATAN LUBUK ALUNG KABUPATEN PADANG PARIAMAN

2018 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Milna Rahman ◽  
Agustina Agustina ◽  
Ngusman Abdul Manaf
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Oral Language ◽  
Research Result ◽  
Written Language ◽  
Recording Technique ◽  
Descriptive Method

This study aimed to describe (1) type adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman, and (2) the process of forming adjective in Minangkabau language in kenagarian Sungai Abang subdistric Lubuk Alung district Padang Pariaman. This type of research is qualitative research with descriptive method. The method of data collection was using the method of referring and recording technique. Analyzing the data was done in the form of activities as follows: (1) describes the recording data into written language, (2) identify the data in accordance with the format provided, (3) classify the data into the type and process of the formation of the adjective, and (4) do data deduction based on research result. The data of this research are sentence containing the adjectives expressed by the community in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. The source of this research is Minangkabau language especially oral language of society in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. Based on the results of the research obtained the following results, first adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman is as follows: (1) characteristic adjective (character or temperament), (2) color adjectives, (3) shape adjectives, (4) size adjectives, (5) sensory adjectives, (6) time adjectives, (7) distance adjectives, (8) speed adjectives, (9) power adjunctive adjectives, (10) adjectiva adjectives. Secondly, there are two adjunctive adjunctive processes in the Minangkabau language, which are basic adjectives and derivate adjectives that can be sorted on beraffixed adjectives, duplicated adjectives and compounded adjective adjectives. Keywords: Adjectives, Word-forming, Minangkabau Language

scholarly journals Comparing the cognate effect in spoken and written second language word production

2019 ◽  
Author(s):  
Merel Muylle ◽  
Eva Van Assche ◽  
Robert Hartsuiker
Keyword(s):  
Second Language ◽  
Picture Naming ◽  
Language Production ◽  
Naming Task ◽  
Written Language ◽  
Word Production ◽  
Error Pattern ◽  
Underlying Processes

Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect.

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