Phonological short-term memory and language learning in different populations

不同人群的语音短期记忆和语言学习

• 批准号: 311804-2007
• 负责人: Service, Elisabet
• 金额: $ 1.15万
• 依托单位: Université de Montréal
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2007
• 资助国家: 加拿大
• 起止时间: 2007-01-01 至 2008-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=366256
• 关键词: Phonological; short; term; memory; language

Three themes are proposed. The first one concerns the relationship between phonological short-term memory and learning of new language. The proposed research aims to add to our understanding of the data relating the ability to immediately repeat back relatively meaningless verbal material, for instance, digits or pronounceable pseudowords, with first language acquisition, normal progress in learning to read, and successful learning of a foreign-language. Such findings led Baddeley, Gathercole and Papagno (1998) to propose that the type of memory tapped by these tasks constitutes a language learning system. The explanation states that phonological short-term memory forms a gateway to long-term storage of language material. We explore here an alternative hypothesis that phonological short-term memory tasks provide us with a snapshot of the learning process, and that a fundamental ability underlying language learning is that of encoding well-specified phonological traces that survive the high-interference conditions in short-term memory tasks. The second theme concerns the character of phonological working memory representations and their interaction with phonological long-term knowledge. This theme is investigated in traditional list learning experiments that tap the importance of different language information (on the level of sensory features, phonology, morphology and prosody) for later retrieval. A final theme addresses the language learning process itself by attempting to develop brain measures that mark different types of learning. These are used to characterise language learning over the life span. The aim is to investigate age-dependent qualitative differences in language-learning processes. In the future, such knowledge can be used to develop better-suited teaching methods for target groups.

提出了三个主题。第一个是语音短时记忆与新语言学习的关系。这项拟议中的研究旨在增加我们对数据的理解，这些数据与立即重复相对无意义的口头材料的能力有关，例如，数字或可发音的假词，与第一语言习得，学习阅读的正常进展以及成功学习外语。这些发现使Baddeley，Gathercole和Papagno（1998）提出，这些任务所挖掘的记忆类型构成了语言学习系统。解释说，语音短期记忆形成了长期存储语言材料的门户。我们在这里探讨另一种假设，即语音短期记忆任务为我们提供了一个快照的学习过程中，语言学习的基本能力是编码明确的语音痕迹，生存的高干扰条件下的短期记忆任务。第二个主题是关于语音工作记忆表征的特点及其与语音长时知识的相互作用。这一主题是在传统的列表学习实验，挖掘不同的语言信息的重要性（感官功能，语音，形态和韵律的水平），为以后的检索调查。最后一个主题涉及语言学习过程本身，试图开发大脑的措施，标志着不同类型的学习。这些都是用来衡量语言学习在整个生命周期。其目的是研究语言学习过程中随年龄变化的质的差异。今后，这些知识可用于制定更适合目标群体的教学方法。