Literaturnachweis - Detailanzeige
| Autor/inn/en | Montgomery, James W.; Polunenko, Anzhela; Marinellie, Sally A. |
|---|---|
| Titel | Role of Working Memory in Children's Understanding Spoken Narrative: A Preliminary Investigation |
| Quelle | In: Applied Psycholinguistics, 30 (2009) 3, S.485-509 (25 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-7164 |
| DOI | 10.1017/S0142716409090249 |
| Schlagwörter | Reaction Time; Short Term Memory; Cognitive Tests; Correlation; Speech Communication; Predictor Variables; Children; Applied Linguistics; Psycholinguistics; Language Processing; Verbal Tests |
| Abstract | The role of phonological short-term memory (PSTM), attentional resource capacity/allocation, and processing speed on children's spoken narrative comprehension was investigated. Sixty-seven children (6-11 years) completed a digit span task (PSTM), concurrent verbal processing and storage (CPS) task (resource capacity/allocation), auditory-visual reaction time (AV[subscript RT]) task (processing speed), and the Test of Narrative Language. Correlation and regression analyses examined the association between the memory variables and comprehension. The main findings were (a) CPS and AV[subscript RT] correlated with comprehension and (b) after accounting for age, CPS accounted for a significant 7.9% of unique variance and AV[subscript RT] accounted for another significant 5.2%. The results indicate that resource capacity/allocation and processing speed are important to children's ability to understand spoken narrative. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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