Phonological Working Memory and Spoken Language Development in Young Children

1996 ◽  
Vol 49 (1) ◽  
pp. 216-233 ◽  
Author(s):  
Anne-Marie Adams ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Language Development ◽  
Spoken Language ◽  
Phonological Working Memory

Phonological Working Memory and Speech Production in Preschool Children

1995 ◽  
Vol 38 (2) ◽  
pp. 403-414 ◽  
Author(s):  
Anne-Marie Adams ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Language Development ◽  
Speech Production ◽  
Spoken Language ◽  
Phonological Memory ◽  
Phonological Working Memory ◽  
Speech Output ◽  
Play Session ◽  
Speech Corpora

This study investigates whether phonological working memory is associated with spoken language development in preschool children. Assessments were made of speech corpora taken from 3-year old children grouped in terms of their phonological memory abilities. Both quantitative and qualitative indices of the children’s spontaneous speech output were taken in a structured play session. Significant differences were found, with children of good phonological memory abilities producing language that was more grammatically complex, contained a richer array of words, and included longer utterances than children of poor phonological memory abilities. The possible mechanisms by which phonological working memory skills are linked to the production of speech are considered.

Phonological Working Memory and Spoken Language Development in Young Children

1996 ◽  
Vol 49 (1) ◽  
pp. 216-233 ◽  
Author(s):  
Anne-Marie Adams ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Language Development ◽  
Cognitive Skills ◽  
Memory Span ◽  
Average Length ◽  
Spoken Language ◽  
Standard Test ◽  
Vocabulary Knowledge ◽  
Phonological Working Memory ◽  
Unselected Sample

This study investigated the relationship between phonological working memory and spoken language development in a large unselected sample of 4- and 5-year old children. Assessments were made of the language produced by the children on the Bus Story (Renfrew, 1969), a standard test of continuous speech. In this test, children listen to a story, which they then recount with the aid of visual clues. The amount of information recalled and the average length of the five longest utterances are taken as indices of children's expressive language abilities. Phonological working memory skills were indexed by memory span and the ability to repeat non-words. The ability to repeat non-words made a significant contribution to the variance in the children's speech independently of age, vocabulary knowledge, and nonverbal cognitive skills. The possible mechanisms by which skills assessed by phonological memory tasks may be linked to the development of speech production abilities are considered.

The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

2021 ◽  
pp. 146879842110466
Author(s):  
Soohyung Joo ◽  
Maria Cahill ◽  
Erin Ingram ◽  
Hayley Hoffman ◽  
Amy Olson ◽  
...  
Keyword(s):  
Young Children ◽  
Language Development ◽  
Informal Learning ◽  
Textual Analysis ◽  
Current Practice ◽  
Public Library ◽  
Spoken Language ◽  
Learning Activities ◽  
Text Analytics ◽  
Practical Implications

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

Red Flags: Cochlear Implant Programming

2014 ◽  
Vol 24 (1) ◽  
pp. 19-21
Author(s):  
Douglas P. Sladen
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Cochlear Implant ◽  
Time Use ◽  
Language Skills ◽  
Spoken Language ◽  
Full Time ◽  
Red Flags ◽  
Children With Hearing Loss

Consistent, full-time use of a well programmed cochlear implant (CI) is key for auditory and spoken language development. Young children with hearing loss often lack the requisite language skills to alert parents and clinicians when the CI needs to be re-programmed. The article within describes red flags used to indicate the levels of the device need to be reset.

The Relation Between Mathematics and Working Memory in Young Children With Fetal Alcohol Spectrum Disorders

2010 ◽  
Vol 45 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Carmen Rasmussen ◽  
Jeffrey Bisanz
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Fetal Alcohol Spectrum Disorders ◽  
Fetal Alcohol ◽  
Phonological Working Memory ◽  
Memory Impairments ◽  
Spectrum Disorders ◽  
Highly Correlated ◽  
Mathematics Deficits ◽  
Fetal Alcohol Spectrum

The goal of this study was to examine the relation between mathematics and working memory in young children with Fetal Alcohol Spectrum Disorders (FASD). Children with FASD and comparison children (4 to 6 years old) completed standardized tests of mathematics and working memory. Children with FASD showed impairments on mathematics (applied problems and quantitative concepts) as compared to comparison children. The FASD group also performed less well than the comparison group on measures of phonological working memory. Math performance was highly correlated with phonological working memory in both groups and with central executive working memory only in the FASD group. The mathematics deficits in children with FASD appear to be associated with underlying working memory impairments.

Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory

2019 ◽  
Vol 46 (04) ◽  
pp. 632-652
Author(s):  
Rebecca WARING ◽  
Susan RICKARD LIOW ◽  
Patricia EADIE ◽  
Barbara DODD
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Young Children ◽  
Speech Production ◽  
Speech Development ◽  
Hierarchical Regression ◽  
Short Term ◽  
Phonological Working Memory ◽  
English Speaking

AbstractEmerging evidence suggests domain-general processes, including working memory, may contribute to reduced speech production skills in young children. This study compared the phonological short-term (pSTM) and phonological working memory (pWM) abilities of 50 monolingual English-speaking children between 3;6 and 5;11 with typical speech production skills and percentage consonant correct (PCC) standard scores of 12 and above (n = 22) and typical speech production skills and PCC standard scores of between 8 and 11 (n = 28). A multiple hierarchical regression was also conducted to determine whether pSTM and/or pWM could predict PCC. Children with typical speech production skills and PCC standard scores of 12 and above had better pWM abilities than children with typical speech production skills and PCC standard scores of between 8 and 11. pSTM ability was similar in both groups. pWM accounted for 5.3% variance in overall phonological accuracy. Implications of phonological working memory in speech development are discussed.

Phonological working memory in very young children.

1993 ◽  
Vol 29 (4) ◽  
pp. 770-778 ◽  
Author(s):  
Susan E. Gathercole ◽  
Anne-Marie Adams
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Phonological Working Memory ◽  
Very Young Children
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