Does phonological short-term memory causally determine vocabulary learning? Toward a computational resolution of the debate

Gupta, Prahlad; Tisdale, Jamie

doi:10.1016/j.jml.2009.08.001

Cited by 90 publications

(138 citation statements)

References 78 publications

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“…Considering that children in the current study were in earlier stages of lexical and phonological development in English than Spanish, these results would appear to support Gathercole et al's view that relationships between these variables vary by developmental stage. Overall, results from the current study clearly reflect the natural entanglement of vocabulary, WM, and PA. Consequently, although not the only factors involved, this evidence supports Gupta and Tisdale's (2009) proposal that models of PA development require both memory and lexical components.…”

Section: Impact Of L1 Instructionsupporting

confidence: 82%

“…Gibbs suggested that the interaction between constrained memory and lexical skills was most critical for children with smaller memory spans. Overall, the results appeared to support Gathercole, Hitch, Service, and Martin's (1997) view that both short-term memory and vocabulary size contribute to learning about the phonological structure of new words-a view that has since received further support through computational modeling (Gupta & Tisdale, 2009). …”

Section: Interactions Between Vocabulary Size Wm and Pamentioning

confidence: 57%

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Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

Gorman

2012

Am J Speech Lang Pathol

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Purpose The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children’s first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs). Method Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses. Results Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways. Conclusion Results support the conclusion that PA instruction and strong vocabulary skills in an individual’s L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.

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Section: Impact Of L1 Instructionsupporting

confidence: 82%

Section: Interactions Between Vocabulary Size Wm and Pamentioning

confidence: 57%

Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

Gorman

2012

Am J Speech Lang Pathol

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“…More generally, this finding supports theories of language and short-term memory that emphasize the importance of underlying statistical structures (cf. Seidenberg & McClelland, 1989) and the interaction between them, and further supports an approach that has received support from various computational models (Botvinick & Plaut, 2006;Gupta & Tisdale, 2009a, 2009bSeidenberg & McClelland, 1989). One might argue that the accent type effect reflects the ease of memorizing the flat pattern, given that we observed no drop of accent across the nonword.…”

Section: Discussionsupporting

confidence: 61%

The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory

et al. 2014

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Many previous studies have explored and confirmed the influence of long-term phonological representations on phonological short-term memory. In most investigations, phonological effects have been explored with respect to phonotactic constraints or frequency. If interaction between longterm memory and phonological short-term memory is a generalized principle, then other phonological characteristicsthat is, suprasegmental aspects of phonology-should also exert similar effects on phonological short-term memory. We explored this hypothesis through three immediate serial-recall experiments that manipulated Japanese nonwords with respect to lexical prosody (pitch-accent type, reflecting suprasegmental characteristics) as well as phonotactic frequency (reflecting segmental characteristics). The results showed that phonotactic frequency affected the retention not only of the phonemic sequences, but also of pitch-accent patterns, when participants were instructed to recall both the phoneme sequence and accent pattern of nonwords. In addition, accent pattern typicality influenced the retention of the accent pattern: Typical accent patterns were recalled more accurately than atypical ones. These results indicate that both long-term phonotactic and lexical prosodic knowledge contribute to phonological short-term memory performance.Keywords Working memory . Short-term memory . Phonotactic knowledge . Lexical prosodic knowledge . NonwordsSince its conception, a major component of working memory research has focused on phonological short-term memory (hereafter, pSTM), as represented by the concept of the articulatory loop (later called the phonological loop) of the original working memory model of Baddeley and Hitch (1974). The phonological loop is a subsystem that underpins the functioning of pSTM within the working memory system, which supports the temporal retention of information in the service of cognitive processes for a variety of tasks (e.g., Baddeley, 2012). In the past decade or so, awareness has increased of the important interactions between the phonological loop and long-term memory representations including language (Baddeley, 2000). These include interaction with phonological representations and semantic knowledge (Hulme, Maughan, & Brown, 1991;Jefferies, Frankish, & Lambon Ralph, 2006;Patterson, Graham, & Hodges, 1994). To date, much of this research has been limited to segmental aspects of phonology. In the present study, we expanded the range of this working memory principle to suprasegmental aspects. If the interaction between long-term representations and pSTM is a generalizable principle of working memory function, then there should be evidence for the influence of suprasegmental characteristics in working memory. This hypothesis was the focus of the present study.Currently, multiple sources of evidence point toward the influence of long-term knowledge on pSTM. For example, short-term memory performance is better for words than for nonwords (Hulme et al., 1991; Gathercole, 2009). This can be expl...

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“…However, this view of NWR neglects empirical findings and theoretical refinements that have emerged since the relationship between NWR and language learning was first studied by Gathercole and Baddeley (1990). Researchers now view NWR as a multidimensional measure affected by phonological short-term-memory ability as well as the storage and retrieval of linguistic information from longterm memory (Archibald & Gathercole, 2006;Gupta, 2006;Gupta & Tisdale, 2009;Rispens & Baker, 2012). Nearly all of the research examining long-term-memory effects on NWR has focused on lexical-level variables.…”

mentioning

confidence: 99%

Consonant Age-of-Acquisition Effects in Nonword Repetition Are Not Articulatory in Nature

Moore

Fiez

Tompkins

2017

J Speech Lang Hear Res

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Purpose: Most research examining long-term-memory effects on nonword repetition (NWR) has focused on lexical-level variables. Phoneme-level variables have received little attention, although there are reasons to expect significant sublexical effects in NWR. To further understand the underlying processes of NWR, this study examined effects of sublexical long-term phonological knowledge by testing whether performance differs when the stimuli comprise consonants acquired later versus earlier in speech development. Method: Thirty (Experiment 1) and 20 (Experiment 2) college students completed tasks that investigated whether an experimental phoneme-level variable (consonant age of acquisition) similarly affects NWR and lexical-access tasks designed to vary in articulatory, auditory-perceptual, and phonological short-term-memory demands. The lexical-access tasks were performed in silence or with concurrent articulation to explore whether consonant age-of-acquisition effects arise before or after articulatory planning. Results: NWR accuracy decreased on items comprising later-versus earlier-acquired phonemes. Similar consonant age-of-acquisition effects were observed in accuracy measures of nonword reading and lexical decision performed in silence or with concurrent articulation. Conclusion: Results indicate that NWR performance is sensitive to phoneme-level phonological knowledge in longterm memory. NWR, accordingly, should not be regarded as a diagnostic tool for pure impairment of phonological short-term memory.

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Does phonological short-term memory causally determine vocabulary learning? Toward a computational resolution of the debate

Cited by 90 publications

References 78 publications

Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners

The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory

Consonant Age-of-Acquisition Effects in Nonword Repetition Are Not Articulatory in Nature

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