Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Abstract

The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory, and how it may develop with age.This study examined the performance of Grade 2 (8 yrs old) and Grade 3 (9 yrs old) children and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. ChildrenÕs performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the children and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children, and improves with age.

Cross-modal working memory binding and L1-L2 word learning

“…Findings indicating a relationship between the ability to create and temporarily retain (for a few seconds) associations between auditory-verbal and visual stimuli in working memory and learning and retention (over 24 hours) of spoken words for novel objects would extend evidence for the role of working memory binding in long-term word learning based on written language (Wang et al, 2015) to the domain of spoken language. Furthermore, we wanted to assess how working memory binding performance might be related to learning of words for novel objects (a more native-like situation) versus for familiar objects (a second language-like situation), in order to identify whether cross-modal working memory binding might play a similar or differential role for new word learning in L1 and L2.…”

“…However, it remains to be understood what might determine successful association formation between information from different modalities in long-term memory. Recent developments exploring temporary binding in working memory may provide insights into how temporary binding ability involved in initial stages of word learning might be linked to successful word acquisition (Jones, Branigan, Parra, & Logie, 2013;Wang et al, 2015). In the working memory literature, binding refers to the integration of individual features to form 6 CROSS-MODAL WORKING MEMORY AND WORD LEARNING a bound representation, typically following a single exposure (e.g., Allen, 2015;Brockmole & Franconeri, 2009).…”

“…In order to start addressing this possible link, Wang et al (2015) recently examined the performance of children, aged 8-9, on a task designed to measure their ability to bind information across auditory-verbal and visual modalities in working memory. This task assessed immediate memory for pairs of visually presented abstract shapes and auditorily presented nonwords, with children required to identify the original shape-nonword combinations they had encountered.…”

“…Learning retention was subsequently assessed by delayed associative recognition tests administered one hour (T 1) and then one day after initial learning (T2). They also completed a cross-modal working memory binding task (Wang et al, 2015), assessing immediate memory for auditory nonwords, for abstract shapes, and crucially, for the bindings between these features.…”

“…However, few studies have investigated how the integration within working memory of information drawn across modalities might relate to word learning. A recent study based on written language attempted to address this issue, finding that children's capacity to temporarily bind novel auditory-verbal and visual information in working memory is linked to the development of their ability to form long-term orthography-phonology association in their native language (Wang, Allen, Lee, & Hsieh, 2015). What is as yet unknown is whether the mapping of spoken words to their semantic referents (e.g., objects for concrete nouns) during initial stages of word learning is also reliant on the ability to temporarily bind information across modalities in working memory in first (L1) language learning contexts; and if so, …”