scholarly journals Language Learning under Working Memory Constraints Correlates with Microstructural Differences in the Ventral Language Pathway

2011 ◽  
Vol 21 (12) ◽  
pp. 2742-2750 ◽  
Author(s):  
Diana Lopez-Barroso ◽  
Ruth de Diego-Balaguer ◽  
Toni Cunillera ◽  
Estela Camara ◽  
Thomas F. Münte ◽  
...  
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Memory Constraints

Perception of Formant Transition Cues to Place of Articulation in Children With Language Impairments

1993 ◽  
Vol 36 (6) ◽  
pp. 1286-1299 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Left Hemisphere ◽  
Language Impairments ◽  
Phonetic Category ◽  
Language Abilities ◽  
Formant Transition ◽  
Place Of Articulation ◽  
Normal Language ◽  
Phonetic Categorization

Discrimination and phonetic identification abilities of 5- to 6-year-old children with language impairments were compared to those of 4-year-olds with normally developing language and to previous findings from 5- to 6-year-olds and adults for synthetic stimuli ranging from [ba] to da]. Results showed similar discrimination sensitivity to the second- and third-formant transition cues of stimuli by all children, with poorest sensitivity by the youngest. Phonetic categorization by children with language impairments was most different from the groups with normal language abilities, evidenced by a difference in the percent of tokens labeled as "BA" and by greater variability in labeling and in placement of phonetic category boundaries. Results support hypotheses by Gathercole and Baddeley (1990) suggesting that the phonological component of working memory may be disordered in children with language impairments. Results are also suggestive of specific difficulties with left-hemisphere processing associated with language learning rather than with problems related to sensitivity to formant transitions of the speech tokens.

scholarly journals Brain oscillatory correlates of working memory constraints

2011 ◽  
Vol 1375 ◽  
pp. 93-102 ◽  
Author(s):  
Roman Freunberger ◽  
Markus Werkle-Bergner ◽  
Birgit Griesmayr ◽  
Ulman Lindenberger ◽  
Wolfgang Klimesch
Keyword(s):  
Working Memory ◽  
Memory Constraints

Working Memory Constraints on Linear Reasoning with Spatial and Temporal Contents

1997 ◽  
Vol 50 (4) ◽  
pp. 803-820 ◽  
Author(s):  
Andre Vandierendonck ◽  
Gino De Vooght
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Spatial Relations ◽  
Central Executive ◽  
Secondary Tasks ◽  
Task Effects ◽  
Content Domain ◽  
Within Subjects ◽  
Spatial Resources ◽  
Memory Constraints

The present article reports two experiments testing the use of working memory components during reasoning with temporal and spatial relations in four-term series problems. In the first experiment four groups of subjects performed reasoning tasks with temporal and with spatial contents either without (control) or with a secondary task (articulatory suppression, visuospatial suppression or central executive suppression). The second experiment tested the secondary task effects in a within-subjects design either on problems with a spatial content or on problems with a temporal content, and within each content domain either under conditions of self-paced or of fixed presentation of the premises. Both experiments found effects of all three secondary tasks on reasoning accuracy. This supports the hypothesis that the subjects construct spatial representations of the premise information with the support of visuo-spatial resources of working memory. The second experiment also showed that during premise intake, only visuo-spatial and central executive secondary tasks had an effect. The implications of the data for the working memory requirements of reasoning and for theories of linear reasoning are discussed.

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.

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