Examining the Relationship between word Learning, Nonword Repetition, and Immediate Serial Recall in Adults

2003 ◽  
Vol 56 (7) ◽  
pp. 1213-1236 ◽  
Author(s):  
Prahlad Gupta
Keyword(s):  
Serial Recall ◽  
Word Learning ◽  
Nonword Repetition ◽  
Immediate Serial Recall ◽  
The Relationship

Commentary on Keynote

2006 ◽  
Vol 27 (4) ◽  
pp. 562-564 ◽  
Author(s):  
Shelley Gray
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Phonological Loop ◽  
Nonword Repetition ◽  
Test Cases ◽  
Phonological Memory ◽  
Short Term ◽  
The Relationship

Our understanding the relationship between verbal short-term memory as indexed by nonword repetition and word learning must now incorporate myriad factors that were not as apparent 17 years ago when Gathercole and Baddeley (1989) proposed that “the phonological memory skills tapped by nonword repetition play a causal role in vocabulary development” (p. 211). In particular, successful nonword repetition involves more than the phonological loop, word learning happens by degrees, and is influenced by many factors other than phonology, and children with specific language impairment (SLI), who have served as test cases by virtue of consistently demonstrating phonological memory deficits, often exhibit other deficits with the potential to negatively impact word learning. Gathercole (2006) still makes the case for temporary phonological storage playing an important role in word learning, but with several caveats. I would like to add two.

scholarly journals Introduction

2010 ◽  
Vol 31 (2) ◽  
pp. 225-225
Author(s):  
Theo Marinis
Keyword(s):  
Language Learners ◽  
Word Learning ◽  
Nonword Repetition ◽  
Special Issue ◽  
The Third ◽  
The Relationship

This Special Issue ofApplied Psycholinguisticsincludes the third Keynote Article in our Journal. This format has been very successful, and thus far it has generated fruitful discussions in two areas of research: the relationship between nonword repetition and word learning (Gathercole, 2006) and grammatical processing in language learners (Clahsen & Felser, 2006).

Nonword repetition and word learning: The nature of the relationship

2006 ◽  
Vol 27 (4) ◽  
pp. 513-543 ◽  
Author(s):  
SUSAN E. GATHERCOLE
Keyword(s):  
Theoretical Analysis ◽  
Language Learning ◽  
Life Span ◽  
Word Learning ◽  
Nonword Repetition ◽  
Learning Mechanism ◽  
New Words ◽  
The Relationship ◽  
Speech Motor ◽  
Substantial Degree

This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.

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