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Working Memory and Language
TLDR
Theoretical and Practical Issues. as mentioned in this paper The development of working memory and the development of speech production are discussed in Section 2.2.1 The Development of Working Memory and Speech Production.Abstract:
Introduction to Working Memory. The Development of Working Memory. Vocabulary Acquisition. Speech Production. Introduction to Reading Development. Phonological Processing and Reading Development. Visual Word Recognition. Language Comprehension. Theoretical and Practical Issues.read more
Citations
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The magical number 4 in short-term memory: a reconsideration of mental storage capacity.
TL;DR: A wide variety of data on capacity limits suggesting that the smaller capacity limit in short-term memory tasks is real is brought together and a capacity limit for the focus of attention is proposed.
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Exploring the Central Executive
TL;DR: The central executive component of working memory is a poorly specified and very powerful system that could be criticized as little more than a homunculus as discussed by the authors and a research strategy is outlined that attempts to specify and analyse its component functions and is illustrated with four lines of research.
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The phonological loop as a language learning device.
TL;DR: It is proposed that the primary purpose for which the phonological loop evolved is to store unfamiliar sound patterns while more permanent memory records are being constructed, and its use in retaining sequences of familiar words is, it is argued, secondary.
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Is working memory training effective? A meta-analytic review
TL;DR: It is concluded that memory training programs appear to produce short-term, specific training effects that do not generalize, and cast doubt on both the clinical relevance of working memory training Programs and their utility as methods of enhancing cognitive functioning in typically developing children and healthy adults.
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Contributions of memory circuits to language: the declarative/procedural model
TL;DR: It is proposed that "language" disorders, such as specific language impairment and non-fluent and fluent aphasia, may be profitably viewed as impairments primarily affecting one or the other brain system, and suggested a new neurocognitive framework for the study of lexicon and grammar.
References
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Book
Phonological Skills And Learning To Read
TL;DR: This book discusses phonological awareness and reading, as well as theories about learning to read, and how children read and write new words.
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Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information-processing system.
TL;DR: The purpose of this review is to formulate a revised model of information processing that takes into account recent research on memory storage, selective attention, effortful versus automatic processing, and the mutual constraints that these areas place on one another.
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Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span
TL;DR: In this article, a linear function related recall to speech rate for items of differing spoken durations was described which demonstrate a long-term memory contribution to memory span, and the span was lower for nonwords than words, but learning the English translations of these words increased subjects' memory span for them.
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Spontaneous verbal rehearsal in a memory task as a function of age
TL;DR: A distinction is made between two alternative hypotheses for explaining an often-reported deficiency in verbally mediated performance during early childhood: (1) the verbal response is made, but tends not to mediate performance ("mediational-deficiency hypothesis") and (2) the response tends not not to be made ("production deficiency hypothesis").
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Phonological memory and vocabulary development during the early school years: A longitudinal study.
TL;DR: This paper explored the developmental association between phonological memory and vocabulary knowledge in a longitudinal study and found that vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonologically memory on vocabulary development subsiding to a nonsignificant level.