CHILDRENS PHONOLOGICAL WORKING-MEMORY - CONTRIBUTIONS OF LONG-TERM KNOWLEDGE AND REHEARSAL
CHILDRENS PHONOLOGICAL WORKING-MEMORY - CONTRIBUTIONS OF LONG-TERM KNOWLEDGE AND REHEARSAL
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DOI：
10.1006/jmla.1994.1032
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发表时间：
1994-10-01
影响因子：
4.3
通讯作者：
ADAMS, AM
中科院分区：
文献类型：
--
作者：
GATHERCOLE, SE;ADAMS, AM
一项针对 70 名 4 岁和 5 岁儿童的纵向研究调查了儿童时期语音工作记忆与其他认知技能之间的关系。检查了两项主要的语音技能：非单词重复和听觉数字广度。在这两个年龄段，孩子们重复非单词的能力都与他们的词汇知识有关。然而，数字广度和孩子们的数字技能之间并没有相应的具体关系。建议这些发现反映了语音工作记忆和基于语音的词汇知识对语音记忆测试的共同贡献。其他基于 5 岁时发音率与记忆广度之间关系的研究结果表明，这个年龄段的排练是在高度材料特定的基础上进行的：尽管孩子们似乎可以默念数字，但没有证据表明对熟悉的具体名词使用排练策略。 (C) 1994 年学术出版社
The relationships between phonological working memory and other cognitive skills in childhood were investigated in a longitudinal study of 70 children at 4 and 5 years of age. Two principal phonological skills were examined: nonword repetition and auditory digit span. At both ages, the children's abilities to repeat nonwords were linked with their vocabulary knowledge. There was, however, no correspondingly specific relationship between digit span and the children's number skills. It is suggested that these findings reflect the common contribution of phonological working memory and phonologically based lexical knowledge to phonological memory tests. Other findings based on relations between articulation rates and memory span at 5 years suggest that rehearsal operates on a highly material-specific basis at this age: although the children appear to articulate digits subvocally, there is no evidence for the use of a rehearsal strategy for familiar concrete nouns. (C) 1994 Academic Press, Inc.