The Development of Phonological Memory and Language: A Multiple Groups Approach

Autor/inn/en	Delcenserie, Audrey; Genesee, Fred; Trudeau, Natacha; Champoux, François
Titel	The Development of Phonological Memory and Language: A Multiple Groups Approach
Quelle	In: Journal of Child Language, 48 (2021) 2, S.285-324 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000920000343
Schlagwörter	Phonology; At Risk Persons; Linguistic Input; Short Term Memory; Developmental Stages; Child Development; Linguistic Theory; Hearing Impairments; Assistive Technology; Language Impairments; Comparative Analysis; French; Language Acquisition; Second Language Learning; Socioeconomic Status; Measures (Individuals); Scores; Monolingualism; Age Differences; Gender Differences; Matched Groups; Young Children; Adoption; Foreign Countries; Correlation + Suchen Sie Ihr Suchwort? Fonologie; Risikogruppe; Sprachbildung; Kurzzeitgedächtnis; Kindesentwicklung; Linguistische Theorie; Hearing impairment; Hörbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Französisch; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Messdaten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Frühe Kindheit; Ausland; Korrelation
Abstract	Pierce "et al." (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear implants (CI), children with developmental language disorder (DLD), and internationally-adopted (IA) children, Comparison groups of typically-developing monolingual (MON) children and second language (L2) learners were also included. All groups were acquiring French as a first or second language and were matched on age, gender, and socioeconomic status, as well as other group-specific factors; they were between 5;0-7;3 years of age at time of testing. The CI and DLD groups scored significantly more poorly on the memory measures than the other groups; while the IA and L2 groups did not differ from one another. While the IA group performed more poorly than the MON group, there was no difference between the L2 and MON groups. We also found differential developmental relationships between phonological memory and language among the groups of interest in comparison to the typically-developing MON and L2 groups supporting the hypothesis that language experiences early in life are consequential for language development because of their effects on the development of phonological memory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01