Literaturnachweis - Detailanzeige
| Autor/in | Kim, Young-Suk Grace |
|---|---|
| Titel | Multicomponent View of Vocabulary Acquisition: An Investigation with Primary Grade Children |
| Quelle | 162 (2017), S.120-133 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| DOI | 10.1016/j.jecp.2017.05.004 |
| Schlagwörter | Vocabulary Development; Language Acquisition; Elementary School Students; Short Term Memory; Attention; Inferences; Morphology (Languages); Syntax; Cognitive Tests; Achievement Tests; Kindergarten; Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery |
| Abstract | The role of working memory in vocabulary acquisition has been well established in the literature. In this study, we proposed and empirically tested the multicomponent view of vocabulary acquisition, which states that multiple language and cognitive skills are involved to facilitate phonological and semantic representations needed for vocabulary acquisition. Working memory and attention were hypothesized to be directly and indirectly related to vocabulary, whereas inference and morphosyntactic knowledge were hypothesized to be directly related to vocabulary (measured by the Picture Vocabulary Test of the Woodcock-Johnson III battery). Results from 262 kindergartners using path analysis revealed that all the multiple cognitive and language skills were directly related to vocabulary after controlling for age, gender, racial/ethnic backgrounds, socioeconomic status (as measured by free or reduced-price lunch eligibility), and each other. Furthermore, working memory and attention also made indirect contributions via inference and morphosyntactic knowledge. Total effects (beta weights), accounting for direct and indirect effects, were 0.33 for working memory, 0.23 for attention, 0.18 for inference, and 0.18 for morphosyntactic knowledge. These results indicate that although working memory is important, contributions of other language and cognitive skills should be considered in vocabulary acquisition. Theoretical and practical implications are discussed. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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