Exploring the Impact of Higher Level Linguistic Representations on Nonword Repetition Performance

Autor/inn/en	van der Lely, Heather K. J.; Gallon, Nichola
Titel	Exploring the Impact of Higher Level Linguistic Representations on Nonword Repetition Performance
Quelle	In: Applied Psycholinguistics, 27 (2006) 4, S.591-594 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716406330391
Schlagwörter	Stellungnahme; Repetition; Vocabulary Development; Attention; Memory; Cognitive Processes; Children; Language Impairments; Phonology + Suchen Sie Ihr Suchwort? Wiederholung; Wortschatzarbeit; Aufmerksamkeit; Gedächtnis; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonologie
Abstract	Gathercole's (2006) comprehensive and interesting Keynote Article on the nature of the relations between nonword repetition and word learning highlights the complex number of interacting factors that affect this relation through development. In this Commentary we focus on the impact of higher level cognition, particularly linguistic representations on lower level functions such as attention and processing, as well as higher level functions such as memory. In addition, we note the importance of distinguishing children with specific language impairment (SLI) who do and do not have phonological deficit when testing for memory impairments. We argue that further detailed investigations are warranted at the linguistic levels of cognitive processing "alongside" memory tasks that tap different components of language and nonlinguistic memory. Such studies would help tease apart the complex, and probably bidirectional relations between attention, memory, and linguistic representations. Moreover, we propose that this investigative strategy crucially needs to take a longitudinal developmental perspective if we are to understand the developmental trajectory. (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