scholarly journals Verbal working memory assessment in Russian-Brazilian Portuguese bilinguals

2021 ◽  
Vol 2 (4) ◽  
pp. e572
Author(s):  
Aleksandra S. Skorobogatova ◽  
Anna Smirnova Henriques ◽  
Svetlana Ruseishvili ◽  
Irina Sekerina ◽  
Sandra Madureira
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
First Generation ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Brazilian Portuguese ◽  
Heritage Speakers ◽  
First Generation Immigrants ◽  
Memory Assessment

In Brazil, the learning of a second language (L2) by native Brazilian Portuguese speakers has been extensively explored, but studies on language processing and language interaction among bilinguals are quite recent. The late bilingualism of the first-generation immigrants has been studied mainly from the perspective of their difficulties in learning Brazilian Portuguese. Brazil has numerous communities of heritage speakers of many languages such as Japanese, German, Italian, Polish, Ukrainian, and Russian. However, the number of studies that focus on the bilingual speech of heritage speakers in Brazil is also quite limited. The aim of the current study is to evaluate the working memory in Russian-Brazilian Portuguese bilinguals as a function of the language and type of bilingualism. For this purpose, 49 first-generation Russophone immigrants and 28 older Russian heritage speakers, all residing in Brazil, were tested in Russian and Portuguese using a Month-Ordering task. We found that the working memory scores of the first-generation Russophone immigrants were not statistically different between both languages, but the median working memory score of the older Russian heritage speakers in Russian was 1.5-fold lower than in Portuguese. As next steps, we plan to verify the relation between the working memory capacity and narrative production abilities of the older Russian heritage-Brazilian Portuguese bilinguals in their heritage and societal languages.

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.

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

Incorporating semantics and individual differences in models of working memory

2003 ◽  
Vol 26 (6) ◽  
pp. 742-742
Author(s):  
Janice M. Keenan ◽  
Jukka Hyönä ◽  
Johanna K. Kaakinen
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Language Processing ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Long Term Memory ◽  
Term Memory ◽  
General Capacity ◽  
Capacity Estimates

Ruchkin et al.'s view of working memory as activated long-term memory is more compatible with language processing than models such as Baddeley's, but it raises questions about individual differences in working memory and the validity of domain-general capacity estimates. Does it make sense to refer to someone as having low working memory capacity if capacity depends on particular knowledge structures tapped by the task?

Construct operationalization, L1 effects, and context in second language processing

2016 ◽  
Vol 20 (4) ◽  
pp. 694-695 ◽  
Author(s):  
ALAN JUFFS
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Sentence Processing ◽  
Native Speaker ◽  
Working Memory Capacity ◽  
First Language ◽  
Memory Capacity ◽  
Second Language Processing

Cunnings (2016) provides welcome insights into differences between native speaker (NS) sentence processing, adult non-native speaker processing (NNS), and working memory capacity (WMC) limitations. This commentary briefly raises three issues: construct operationalization; the role of first language (L1); and context.

"Models of verbal working memory capacity: What does it take to make them work?": Correction to Cowan et al. (2012).

2012 ◽  
Vol 119 (3) ◽  
pp. 499-499
Author(s):  
Nelson Cowan ◽  
Jeffrey N. Rouder ◽  
Christopher L. Blume ◽  
J. Scott Saults
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity
Sign in / Sign up

Export Citation Format

Share Document