What Links Verbal Short-Term Memory Performance and Vocabulary Level? Evidence of Changing Relationships among Individuals with Learning Disability

Autor/inn/en	Jarrold, Christopher; Baddeley, Alan D.; Hewes, Alexa K.; Leeke, Tansy C.; Phillips, Caroline E.
Titel	What Links Verbal Short-Term Memory Performance and Vocabulary Level? Evidence of Changing Relationships among Individuals with Learning Disability
Quelle	In: Journal of Memory and Language, 50 (2004) 2, S.134-148 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-596X
DOI	10.1016/j.jml.2003.10.004
Schlagwörter	Short Term Memory; Verbal Ability; Learning Disabilities; Vocabulary Development; Vocabulary Skills; Age Differences; Individual Differences + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mündliche Leistung; Learning handicap; Lernbehinderung; Wortschatzarbeit; Aktiver Wortschatz; Age; Difference; Age difference; Altersunterschied; Individueller Unterschied
Abstract	Two studies are presented that adopt a novel approach to determining whether verbal short-term memory performance is causally related to vocabulary acquisition in childhood. This involves examining whether verbal short-term memory measures are more closely related to the absolute level of individuals' vocabulary, or the rate at which vocabulary has been attained. In a first study, two groups of individuals with learning disability, who differed in age but were matched for vocabulary knowledge at around the 8-year-old equivalent level, showed comparable verbal short-term memory performance. However, a second study showed that in less developed individuals functioning around the 5-year-old level of vocabulary development, matching for vocabulary knowledge did not equate verbal short-term memory performance across groups differing in chronological age. This pattern is consistent with the view that variance in verbal short-term memory performance is causally related to individual differences in vocabulary acquisition, but only early on in development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10