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ERIC Number: EJ870672
Record Type: Journal
Publication Date: 2009-Oct
Pages: 23
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0965
Vocabulary Learning in Primary School Children: Working Memory and Long-Term Memory Components
Morra, Sergio; Camba, Roberta
Journal of Experimental Child Psychology, v104 n2 p156-178 Oct 2009
The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short, phonologically native nonwords were learned best, whereas learning long nonwords leveled off after a few presentation cycles. Linear structural equation analyses showed an influence of three constructs--phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity)--on nonword learning, but the extent of their contributions depended on specific characteristics of the nonwords to be learned. Phonological sensitivity predicted learning of all nonword types except short native nonwords, vocabulary predicted learning of only short native nonwords, and M capacity predicted learning of short nonwords but not long nonwords. The discussion considers three learning processes--effortful activation of phonological representations, lexical mediation, and passive associative learning--that use different cognitive resources and could be involved in learning different nonword types. (Contains 3 figures and 6 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A