The Measurement of Verbal Working Memory Capacity and Its Relation to Reading Comprehension

1996 ◽  
Vol 49 (1) ◽  
pp. 51-79 ◽  
Author(s):  
Gloria S. Waters ◽  
David Caplan
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity

Proceedings #22: Frontoparietal Theta tACS Enhances Verbal Working Memory in Healthy Humans with High Working Memory Capacity

2019 ◽  
Vol 12 (2) ◽  
pp. e86-e87
Author(s):  
Zhenhong Hu ◽  
Adam J. Woods ◽  
Immanuel B.H. Samuel ◽  
Sreenivasan Meyyappan ◽  
Mingzhou Ding
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Healthy Humans

scholarly journals The Relationship between Executive Functions and Language Production in 5–6-Year-Old Children: Insights from Working Memory and Storytelling

2020 ◽  
Vol 10 (2) ◽  
pp. 52
Author(s):  
Aleksander Veraksa ◽  
Daria Bukhalenkova ◽  
Natalia Kartushina ◽  
Ekaterina Oshchepkova
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Working Memory Capacity ◽  
Narrative Structure ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Story Retelling ◽  
Grammatical Accuracy ◽  
The Relationship ◽  
Global Indicators

This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.

scholarly journals Effects of brooding on verbal working memory capacity

2017 ◽  
Vol 30 (1) ◽  
pp. 19-25
Author(s):  
Hideki Sato ◽  
Yui Takebayashi ◽  
Haruna Suyama ◽  
Risa Ito ◽  
Shin-ichi Suzuki
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity

An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Word Recall ◽  
School Age Children ◽  
Specific Language

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.

scholarly journals Low working memory capacity is only spuriously related to poor reading comprehension

Cognition ◽  
2014 ◽  
Vol 131 (3) ◽  
pp. 373-403 ◽  
Author(s):  
Julie A. Van Dyke ◽  
Clinton L. Johns ◽  
Anuenue Kukona
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Poor Reading
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