PHONOLOGICAL MEMORY AND VOCABULARY DEVELOPMENT DURING THE EARLY SCHOOL YEARS - A LONGITUDINAL-STUDY
PHONOLOGICAL MEMORY AND VOCABULARY DEVELOPMENT DURING THE EARLY SCHOOL YEARS - A LONGITUDINAL-STUDY
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DOI：
10.1037//0012-1649.28.5.887
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发表时间：
1992-09-01
影响因子：
4
通讯作者：
BADDELEY, AD
中科院分区：
文献类型：
--
作者：
GATHERCOLE, SE;WILLIS, CS;BADDELEY, AD
通过一项纵向研究，探讨语音记忆与词汇知识之间发展联系的本质。在每一阶段（4岁、5岁、6岁和8岁），对80名儿童的词汇量、语音记忆、非语言智力和阅读进行了测量。交叉滞后偏相关的比较揭示了5岁前后语音记忆与词汇发展之间关系的因果基础发生了重大变化。在4到5岁之间，语音记忆技能似乎对词汇习得产生直接的因果影响。随后，词汇知识成为发展关系的主要起搏器，早期语音记忆对词汇发展的影响减弱到不显著水平。
The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 years), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory and vocabulary development before and after 5 years of age. Between 4 and 5 years, phonological memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonological memory on vocabulary development subsiding to a nonsignificant level.