| Reference : Working memory and language learning: A 4-year longitudinal study |
| Scientific congresses, symposiums and conference proceedings : Poster | |||
| Social & behavioral sciences, psychology : Theoretical & cognitive psychology | |||
| http://hdl.handle.net/10993/1944 | |||
| Working memory and language learning: A 4-year longitudinal study | |
| English | |
Engel de Abreu, Pascale  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)] | |
| Oct-2009 | |
| Yes | |
| International | |
| Biennial Meeting of the Cognitive Development Society | |
| October 16-17, 2009 | |
| San Antonio | |
| USA | |
| [en] working memory ; language learning ; phonological loop | |
| [en] The aim of the present study was to investigate the contribution of
two working memory systems (the phonological loop and the central executive) to children’s foreign language learning. A sample of 119 Luxembourgish children, whose native language is Luxembourgish and who learn German and French as secondary languages in school were assessed longitudinally over a 4-year time period. Children were tested in kindergarten (5 years of age), in first, second, and third grade with a one-year interval between each testing wave. Results indicate that individual differences in phonological loop functioning were causally related to foreign vocabulary development. One particular phonological loop measure - the repetition of low wordlike nonwords - was identified as the single best predictor of the acquisition of an unfamiliar foreign language up to two years later, suggesting that this measure may provide a valuable tool for early screening to identify children who are at present and future risk for foreign language learning difficulties. | |
| ESRC | |
| Researchers | |
| http://hdl.handle.net/10993/1944 |
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