The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading

2010 ◽  
Vol 33 (2) ◽  
pp. 206-219 ◽  
Author(s):  
Cem Alptekin ◽  
Gülcan Erçetin
Keyword(s):  
Working Memory ◽  
L2 Reading ◽  
L1 And L2 ◽  
Inferential Comprehension

The cognitive underpinnings of mental model construction in L1 and L2

2018 ◽  
Vol 71 (4) ◽  
pp. 801-807
Author(s):  
Polly O’Rourke ◽  
Michael F. Bunting
Keyword(s):  
Working Memory ◽  
Mental Models ◽  
Mental Model ◽  
Reading Ability ◽  
Working Memory Capacity ◽  
Identification Accuracy ◽  
Spatial Integration ◽  
L2 Reading ◽  
Memory Resources ◽  
L1 And L2

This study investigates the ability to create mental models and the role of working memory in mental model ability in the first and second language with English–Spanish bilinguals using L1 and L2 versions of the Spatial Integration Task. Participants showed effects of continuity in accuracy in L1 and L2, but only in L1 did they show effects in the reading times. In L1, working memory capacity predicted identification accuracy for discontinuous descriptions in L1, as well as reading time for the critical discontinuous sentence. In L2, accuracy was predicted by L2 reading ability only and there were no significant predictors of reading times. The findings suggest that the lack of availability of working memory resources in L2 induces participants to rely primarily on verbal abilities to create mental models.

scholarly journals WORKING MEMORY CAPACITY AND L2 READING

2021 ◽  
pp. 1-26
Author(s):  
Yo In’nami ◽  
Yuko Hijikata ◽  
Rie Koizumi
Keyword(s):  
Working Memory ◽  
Meta Analysis ◽  
Working Memory Capacity ◽  
First Language ◽  
L2 Reading ◽  
Reading Measures ◽  
L1 And L2 ◽  
Analysis Models ◽  
Measurement Practices ◽  
The Relationship

Abstract The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of underresearched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2 reading (r = .300). Of the eight moderators examined, the WM–L2 reading relationship differed between studies using first-language (L1) and L2 WM tasks and between studies reporting and not reporting WM task reliability. Methodological features of reading comprehension measures or learners’ proficiency did not moderate the relationship. These results suggest that measurement practices of WM—rather than L2 reading measures or learner characteristics—matter in understanding the WM–L2 reading relationship. Implications and future directions are discussed.

scholarly journals The role of reading span in factual and inferential comprehension and retention in L2 reading

2016 ◽  
Vol 33 (null) ◽  
pp. 81-106 ◽  
Author(s):  
박향숙 ◽  
Yae-Sheik Lee ◽  
Kichun Nam
Keyword(s):  
Reading Span ◽  
L2 Reading ◽  
Inferential Comprehension

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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