Contribution of the Phonological Loop to Phonological Learning of New Vocabulary

1996 ◽  
Vol 82 (3) ◽  
pp. 769-770 ◽  
Author(s):  
Costanza Papagno
Keyword(s):  
Short Term Memory ◽  
Human Memory ◽  
Phonological Loop ◽  
Short Term ◽  
Specific Component ◽  
Term Memory ◽  
New Words ◽  
Substantial Role ◽  
Phonological Learning

A specific component of human memory, the phonological short-term memory, plays a substantial role in the acquisition of new words. Both the short-term store and the rehearsal components of the system appear to be involved.

On the Role of Cognitive Abilities in Second Language Vowel Learning

2018 ◽  
Vol 62 (2) ◽  
pp. 260-280
Author(s):  
Payam Ghaffarvand Mokari ◽  
Stefan Werner
Keyword(s):  
Second Language ◽  
Inhibitory Control ◽  
Cognitive Abilities ◽  
Short Term Memory ◽  
Attention Control ◽  
Short Term ◽  
Term Memory ◽  
Phonological Learning ◽  
Before And After

This study investigated the role of different cognitive abilities—inhibitory control, attention control, phonological short-term memory (PSTM), and acoustic short-term memory (AM)—in second language (L2) vowel learning. The participants were 40 Azerbaijani learners of Standard Southern British English. Their perception of L2 vowels was tested through a perceptual discrimination task before and after five sessions of high-variability phonetic training. Inhibitory control was significantly correlated with gains from training in the discrimination of L2 vowel pairs. However, there were no significant correlations between attention control, AM, PSTM, and gains from training. These findings suggest the potential role of inhibitory control in L2 phonological learning. We suggest that inhibitory control facilitates the processing of L2 sounds by allowing learners to ignore the interfering information from L1 during training, leading to better L2 segmental learning.

Components of Short-Term Memory and Their Relation to Language Processing

2005 ◽  
Vol 14 (4) ◽  
pp. 204-208 ◽  
Author(s):  
Randi C. Martin
Keyword(s):  
Language Processing ◽  
Language Comprehension ◽  
Semantic Information ◽  
Short Term Memory ◽  
Verbal Working Memory ◽  
Parietal Region ◽  
Short Term ◽  
Term Memory ◽  
New Words

Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.

Disruption Effects in Human Short-Term Memory: Some Negative Findings

1968 ◽  
Vol 27 (2) ◽  
pp. 575-582 ◽  
Author(s):  
Walter Sloboda ◽  
Edward E. Smith
Keyword(s):  
Retention Interval ◽  
White Noise ◽  
Present Experiment ◽  
Short Term Memory ◽  
Human Memory ◽  
Short Term ◽  
Term Memory ◽  
Negative Findings ◽  
Temporal Location ◽  
Central Level

Previous research has demonstrated that white noise disrupts human memory if it is administered with the to-be-remembered material. The present experiment investigated the effects of a 2-sec. burst of white noise on memory when it was administered during the retention interval (RI). Ss attempted to recall 7 digits after a 2- or 12-sec. RI. For the 2-sec. RI white noise was either present or absent. For the 12-sec. RI white noise occurred either during the first 2 sec., the middle 2 sec., the last 2 sec., or not at all. The results indicated that neither the temporal location nor even the presence of white noise had any effect on recall and that these negative findings could not be attributed to Ss filtering out the white noise at an autonomic or central level.

Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory

2006 ◽  
Vol 27 (3) ◽  
pp. 487-511 ◽  
Author(s):  
DEBORAH M. LITTLE ◽  
LAUREN M. McGRATH ◽  
KRISTEN J. PRENTICE ◽  
ARTHUR WINGFIELD
Keyword(s):  
Older Adults ◽  
Short Term Memory ◽  
Human Memory ◽  
Conceptual Representation ◽  
Linguistic Context ◽  
Short Term ◽  
Term Memory ◽  
Phonological Store ◽  
Adult Aging ◽  
Selection Of

Traditional models of human memory have postulated the need for a brief phonological or verbatim representation of verbal input as a necessary gateway to a higher level conceptual representation of the input. Potter has argued that meaningful sentences may be encoded directly in a conceptual short-term memory (CSTM) running parallel in time to such a phonological store. The primary aim of the current study was to evaluate two main tenets of the CSTM model: that linguistic context biases selection of information entering the conceptual store, and that information not integrated into a coherent structure is rapidly forgotten. Results confirmed these predictions for spoken sentences heard by both young and older adults, supporting the generality of the model and suggesting that CSTM remains stable in normal aging.

Nonwords and the Phonological Loop: A Comment on Saito (1995)

1996 ◽  
Vol 82 (3) ◽  
pp. 961-962
Author(s):  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Phonological Loop ◽  
Short Term ◽  
Term Memory

Short-term memory for nonwords, like real words, may be supported both by long-term knowledge about the sound structures of familiar words in the language and the phonological loop component of working memory. It cannot therefore be safely assumed that employing nonwords in memory experiments will guarantee dependence only on the phonological loop.

Intelligent Control of Autonomous Soccer Robots Compensating for Missing Information

2005 ◽  
Vol 9 (3) ◽  
pp. 268-276 ◽  
Author(s):  
Hikari Fujii ◽  
◽  
Nobuyuki Kurihara ◽  
Kazuo Yoshida ◽  
Keyword(s):  
Mobile Robots ◽  
Intelligent Control ◽  
Visual Information ◽  
Short Term Memory ◽  
Human Memory ◽  
Autonomous Mobile Robots ◽  
Missing Information ◽  
Short Term ◽  
Term Memory ◽  
Soccer Robots

For autonomous mobile robots, visual information is used to recognize the environment. Although the acquisition of visual information is often disturbed in the real environment, it is necessary for a robot to act appropriately even if information is missing. We compensate for missing information for autonomous mobile robots by using short-term memory (STM) to make robots act appropriately. This method involves short-term memory and action selectors. Short-term memory is constructed based on the model of human memory and the forgetting curve used in cognitive science. These action selectors use compensated-for information and determine suitable action. One action selector consists of a neural network whose connection weights are learned by a genetic algorithm. Another selector is designed based on the designer's knowledge. These action selectors are switched based on reliability index of information. RoboCup Middle Size League soccer robots are used for demonstration. The experimental and simulation results show its effectiveness.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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