Reference : Disentangling the relationship between working memory and language: the roles of shor...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/2255
Disentangling the relationship between working memory and language: the roles of short-term storage and cognitive control
English
Engel de Abreu, Pascale mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Gathercole, S. E. [> >]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2011
Learning & Individual Differences
Elsevier Science
21
569-574
Yes (verified by ORBilu)
International
1041-6080
[en] working memory ; verbal short-term memory ; cognitive control ; language ; multilingual
[en] This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.
Fonds National de la Recherche - FnR
Researchers
http://hdl.handle.net/10993/2255
10.1016/j.lindif.2011.06.002
http://www.sciencedirect.com/science/article/pii/S104160801100063X

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