Short-term memory, phonological processing, and reading ability

The present study aimed to identify predictors of one aspect of sign language acquisition, sign learning, in hearing nonsigners. Candidate predictors were selected based on the theory that the observed relationship between phonological short-term memory and L2 lexical learning is due in part to common perceptual-motor processes. Hearing nonsigning adults completed a sign learning task, three assessments of short-term memory for movements (movement STM)— two of which used sign-like stimuli—and two visuospatial STM tasks. The final sample included 103 adults, ranging between 18 and 33 years of age. All predictors were moderately to strongly correlated with the sign learning task and to each other. A series of regression analyses revealed that both movement and visuospatial STM uniquely contributed to the prediction of sign learning. These results suggest that perceptual-motor processes play a significant role in sign learning and raise questions about the role of phonological processing.

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Individual differences in verbal short-term memory and reading aloud: Semantic compensation for weak phonological processing across tasks.

Journal of Experimental Psychology Learning Memory and Cognition ◽

10.1037/xlm0000675 ◽

2019 ◽

Vol 45 (10) ◽

pp. 1815-1831 ◽

Cited By ~ 1

Author(s):

Nicola Savill ◽

Piers Cornelissen ◽

Junior Whiteley ◽

Anna Woollams ◽

Elizabeth Jefferies

Keyword(s):

Individual Differences ◽

Phonological Processing ◽

Short Term Memory ◽

Reading Aloud ◽

Short Term ◽

Term Memory

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An Investigation of Verbal Short-term Memory and Phonological Processing in Four Children With Williams Syndrome

Neurocase ◽

10.1076/neur.9.5.390.16558 ◽

2003 ◽

Vol 9 (5) ◽

pp. 390-401 ◽

Cited By ~ 23

Author(s):

S. Majerus ◽

K. Barisnikov ◽

I. Vuillemin ◽

M. Poncelet ◽

M. Linden

Keyword(s):

Williams Syndrome ◽

Phonological Processing ◽

Short Term Memory ◽

Short Term ◽

Term Memory

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Predicting sign learning in hearing adults: The role of perceptual-motor (and phonological?) processes

Applied Psycholinguistics ◽

10.1017/s0142716418000048 ◽

2018 ◽

Vol 39 (5) ◽

pp. 905-931 ◽

Cited By ~ 1

Author(s):

DAVID MARTINEZ ◽

JENNY L. SINGLETON

Keyword(s):

Phonological Processing ◽

Short Term Memory ◽

Learning Task ◽

Strongly Correlated ◽

Short Term ◽

Phonological Processes ◽

Term Memory ◽

Motor Processes ◽

Final Sample

ABSTRACTThe present study aimed to identify predictors of one aspect of sign language acquisition, sign learning, in hearing nonsigners. Candidate predictors were selected based on the theory that the observed relationship between phonological short-term memory and L2 lexical learning is due in part to common perceptual-motor processes. Hearing nonsigning adults completed a sign learning task, three assessments of short-term memory for movements (movement STM; two of which used sign-like stimuli), and two visuospatial STM tasks. The final sample included 103 adults, ranging between 18 and 33 years of age. All predictors were moderately to strongly correlated with the sign learning task and to each other. A series of regression analyses revealed that both movement and visuospatial STM uniquely contributed to the prediction of sign learning. These results suggest that perceptual-motor processes play a significant role in sign learning and raise questions about the role of phonological processing.

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Understanding the Cognition Related to Mathematics Difficulties: A Meta-Analysis on the Cognitive Deficit Profiles and the Bottleneck Theory

Review of Educational Research ◽

10.3102/0034654317753350 ◽

2018 ◽

Vol 88 (3) ◽

pp. 434-476 ◽

Cited By ~ 18

Author(s):

Peng Peng ◽

Cuicui Wang ◽

Jessica Namkung

Keyword(s):

Working Memory ◽

Executive Functions ◽

Cognitive Deficits ◽

Processing Speed ◽

Phonological Processing ◽

Cognitive Deficit ◽

Short Term Memory ◽

Short Term ◽

Term Memory ◽

Mathematics Difficulties

The current study investigated the cognitive deficit profiles among individuals with mathematics difficulties (MD) and potential moderators and mechanism for these profiles. Seventy-five cognitive profiling studies on MD were included, representing a total of 13,001 individuals and 126 independent samples. Results showed that compared with typically developing individuals, individuals with MD showed deficits (from most severe to less severe) in phonological processing, processing speed, working memory, attention, short-term memory, executive functions, and visuospatial skills. Moderation analyses indicated that comorbidity (with reading disabilities) and types of MD screening affected the cognitive deficits. Severity of MD was related to processing speed deficits. Deficits in phonological processing and attention were more severe in younger individuals with MD. Deficits in processing speed and working memory were most severe in the numerical domain. Deficits in low-level cognitive skills (i.e., processing speed and short-term memory) could not completely explain the deficits in high-level skills (i.e., working memory, attention, and executive functions), partially supporting the bottleneck theory. These findings, taken together, suggest that (a) deficits in processing speed and working memory are most salient and stable cognitive markers of MD, (b) numerical-processing deficit and the cognitive deficits of MD are relatively independent from each other, and (c) MD may be a discrete construct with heterogeneity reflected by MD subtypes and age. Implications for incorporating cognition in the diagnosis and the interventions for MD are discussed.

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The Uses of Short-Term Memory: A Case Study

The Quarterly Journal of Experimental Psychology Section A ◽

10.1080/14640748608401622 ◽

1986 ◽

Vol 38 (4) ◽

pp. 705-737 ◽

Cited By ~ 76

Author(s):

Brian Butterworth ◽

Ruth Campbell ◽

David Howard

Keyword(s):

Phonological Processing ◽

Short Term Memory ◽

Digit Span ◽

Memory Performance ◽

Syntactic Analysis ◽

Short Term ◽

Term Memory ◽

Immediate Memory ◽

Sentence Repetition

It has been widely claimed that the systems employed in tasks of immediate memory have a function in the comprehension of speech; these systems, it has been proposed, are used to hold a representation of the speech until a syntactic analysis and interpretation have been completed. Such a holding function is meant to be especially important where the sentences heard are long or complex. It has thus been predicted that subjects with impaired short-term memory performance would show deficits in comprehension of such materials. In this study, one subject with impaired phonological processing and a severely reduced digit span was tested on a range of tasks requiring the syntactic analysis, memory and comprehension of long and complex material. She was found to be unimpaired on syntactic analysis and comprehension, but not on sentence repetition. The implications for models of short-term memory are discussed.

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