The influence of working memory and phonological processing on English language learner children's bilingual reading and language acquisition.
The influence of working memory and phonological processing on English language learner children's bilingual reading and language acquisition.
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工作记忆和语音处理对英语学习者儿童双语阅读和语言习得的影响。
DOI：
10.1037/a0024578
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发表时间：
2011
影响因子：
4.9
通讯作者：
Danielle Guzman
中科院分区：
文献类型：
--
作者：
H. Lee Swanson;Michael J. Orosco;Cathy M. Lussier;Michael M. Gerber;Danielle Guzman
在这项研究中，我们探讨了工作记忆（WM）的儿童（N = 471）的第二语言（L2）的阅读和语言习得的贡献是最好的解释在语音水平上的加工效率和/或独立于语音加工的执行过程。第一语言（L1）为西班牙语的小学儿童（1、2和3年级）接受了一系列认知（短期记忆[STM]、工作记忆[WM]、快速命名和随机字母和数字生成）、词汇和西班牙语和英语阅读测量。分层回归分析表明，除了语音加工、命名速度和注意力不集中外，工作记忆和短时记忆对二语阅读和语言习得都有显著的影响。回归模型显示，没有显着的跨语言的影响时，L1的措施进入分析。结果表明，短时记忆和工作记忆对第二语言阅读和语言习得的贡献都超过了母语语音加工技能。
In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose 1st language (L1) was Spanish were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. Hierarchical regression analyses showed that in addition to phonological processing, naming speed, and inattention, both WM and STM contributed significant variance to L2 reading and language acquisition. Regression modeling showed no significant cross-language effects when L1 measures were entered into the analysis. The results showed that both STM and WM contributed unique variance to L2 reading and language acquisition beyond the contribution of L1 phonological processing skills.
影响因子：
4.1
作者：
Engle, RW;Tuholski, SW;Conway, ARA
通讯作者：
Conway, ARA