scholarly journals Study of Working Memory Intervention in Children with Delay in Vocabulary Development: Effects on Working Memory and Language Ability

2015 ◽  
Vol 20 (4) ◽  
pp. 469-489 ◽  
Author(s):  
Shinyoung Kim ◽  
Dongsun Yim
Keyword(s):  
Working Memory ◽  
Vocabulary Development ◽  
Language Ability ◽  
Memory Intervention

Effects of recasts and form-focused instruction on the acquisition of novel vocabulary

2019 ◽  
Vol 10 (4) ◽  
pp. 603-624
Author(s):  
Yingli Yang ◽  
Lawrence Jun Zhang ◽  
Ling Chen
Keyword(s):  
Working Memory ◽  
Treatment Group ◽  
University Students ◽  
Vocabulary Development ◽  
Mediating Effect ◽  
Effect Sizes ◽  
Superior Performance ◽  
Control Group ◽  
Reading Span ◽  
Group A

AbstractThe present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group.

Working memory and vocabulary development in Greek preschool and primary school children

2013 ◽  
Vol 10 (4) ◽  
pp. 417-432 ◽  
Author(s):  
Elisavet Chrysochoou ◽  
Zoe Bablekou ◽  
Elvira Masoura ◽  
Nikolaos Tsigilis
Keyword(s):  
Working Memory ◽  
Primary School ◽  
School Children ◽  
Vocabulary Development ◽  
Primary School Children

scholarly journals Word learning from context : relations with language ability, socioeconomic status, and executive function

2017 ◽  
Author(s):  
◽  
Margaret Hill
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Word Learning ◽  
Learning Process ◽  
Language Ability ◽  
Word Knowledge ◽  
Word Meanings

During the school-age years, children learn most new word meanings from context rather than through deliberate vocabulary instruction. However, the actual process of word learning from context among schoolage children remains poorly understood. Prior research suggests that language ability and higher-order executive function skills such as working memory and inhibitory control of attention may aid children in acquiring new word meanings from context, but studies have not examined the effect of cognitive flexibility on word learning. In addition, although research has shown that children from families of low socioeconomic status (SES) often lag behind their peers from higher-SES backgrounds in vocabulary, there is no evidence to suggest that SES directly influences the word learning process itself. The purpose of this study was to examine the effects of language ability, SES, and executive function on word learning from context among typically developing children. Fifty children of ages nine to 11 years completed a standardized measure of language ability and tasks of working memory, inhibitory control, and cognitive flexibility along with a pretest to assess their understanding of 12 rare target words. Approximately one week later, the children read along with two short stories containing the target words while listening as the stories were narrated aloud by a computer. Posttest results showed that as a group, children made small but significant gains in knowledge of target word meanings from the stories. Analyses showed that both language ability and cognitive flexibility were related to gains in word knowledge, and that children tended to rely more on the stronger of these two skills if either language or cognitive flexibility was relatively weak. Children's SES backgrounds were not directly related to word knowledge gains, but results suggested that SES may influence the word learning process indirectly through an effect on children's cognitive flexibility.

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

Randomized Controlled Trial of Working Memory Intervention in Congenital Heart Disease

2020 ◽  
Vol 227 ◽  
pp. 191-198.e3
Author(s):  
Johanna Calderon ◽  
David Wypij ◽  
Valerie Rofeberg ◽  
Christian Stopp ◽  
Alexandra Roseman ◽  
...  
Keyword(s):  
Working Memory ◽  
Congenital Heart Disease ◽  
Randomized Controlled Trial ◽  
Heart Disease ◽  
Congenital Heart ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Memory Intervention
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