Phonological working memory and spoken language development in young children
Phonological working memory and spoken language development in young children
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DOI：
10.1080/027249896392874
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发表时间：
1996-02-01
期刊：
影响因子：
--
通讯作者：
Gathercole, SE
中科院分区：
文献类型：
--
作者：
Adams, AM;Gathercole, SE
本研究以4岁和5岁儿童为样本，研究了语音工作记忆与口语发展的关系。对孩子们在公交车故事(Renfrew，1969)上产生的语言进行了评估，这是一种连续言语的标准测试。在这项测试中，孩子们听一个故事，然后借助视觉线索重述这个故事。回忆的信息量和五个最长话语的平均长度被作为儿童表达语言能力的指标。语音工作记忆技能以记忆广度和重复非单词的能力为指标。重复非单词的能力对儿童语音的差异有显著的贡献，而不受年龄、词汇知识和非语言认知技能的影响。通过语音记忆任务评估的技能可能与语音产生能力的发展相联系的可能机制被考虑。
This study investigated the relationship between phonological working memory and spoken language development in a large unselected sample of 4- and 5-year old children. Assessments were made of the language produced by the children on the Bus Story (Renfrew, 1969), a standard test of continuous speech. In this test, children listen to a story, which they then recount with the aid of visual clues. The amount of information recalled and the average length of the five longest utterances are taken as indices of children's expressive language abilities. Phonological working memory skills were indexed by memory span and the ability to repeat non-words. The ability to repeat non-words made a significant contribution to the variance in the children's speech independently of age, vocabulary knowledge, and nonverbal cognitive skills. The possible mechanisms by which skills assessed by phonological memory tasks may be linked to the development of speech production abilities are considered.