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Learning to Remember by Learning to Speak
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Ettlinger, Marc; Lanter, Jennifer; Van Pay, Craig K. – Developmental Psychology, 2014
Does the language we speak affect the way we think, and if so, how? Previous researchers have considered this question by exploring the cognitive abilities of speakers of different languages. In the present study, we looked for evidence of linguistic relativity within a language and within participants by looking at memory recall for monolingual…
Descriptors: Memory, Language, Speech, Recall (Psychology)
Reevaluating Key Evidence for the Development of Rehearsal: Phonological Similarity Effects in Children Are Subject to Proportional Scaling Artifacts
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Jarrold, Christopher; Citroen, Rebecca – Developmental Psychology, 2013
The size of an individual's phonological similarity effect for visually presented material is assumed to reflect his or her ability to recode, and by implication rehearse, information in verbal short-term memory. Many studies have shown that under these conditions, the size of this effect interacts with age, tending to be nonsignificant in…
Descriptors: Phonology, Children, Recall (Psychology), Verbal Ability
Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
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Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
Phonological Short-Term Memory and New Word Learning in Children.
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Gathercole, Susan E.; Hitch, Graham J.; Service, Elisabet; Martin, Amanda J. – Developmental Psychology, 1997
Examined phonological short-term memory and new word learning in 5-year olds. Found that learning sound structures of new words was significantly, and to some degree independently, associated with aspects of phonological memory skill and vocabulary knowledge. Learning of familiar word pairs was linked with current vocabulary knowledge, not with…
Descriptors: Knowledge Level, Memory, Nonverbal Ability, Phonology
Education and Cognitive Development: A Naturalistic Experiment.
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Morrison, Frederick J.; And Others – Developmental Psychology, 1995
Examined age- and schooling-related influences on memory and phonological segmentation skills of 19 children who missed and made the school-entry cutoff date in a given year. Tested recall ability, short term memory strategies, and phonological awareness. Found that growth of memory skills and strategies, particularly short term, is primarily a…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Developmental Stages
Age and Semantic and Phonological Encoding
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Elias, Cherin S.; Hirasuna, Noriaki – Developmental Psychology, 1976
Semantic and phonological encoding in 48 young (18-24 years) and 48 elderly (60-77 years) adults was investigated using a short-term memory release from proactive interference paradigm. (Author/SB)
Descriptors: Adults, Age Differences, Cognitive Processes, Memory
Children's Performance on Pseudoword Repetition Depends on Auditory Trace Quality: Evidence from Event-Related Potentials.
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Ceponiene, Rita; Service, Elisabet; Kurjenluoma, Sanna; Cheour, Marie; Naatanen, Risto – Developmental Psychology, 1999
Compared the mismatch-negativity (MMN) component of auditory event-related brain potentials to explore the relationship between phonological short-term memory and auditory-sensory processing in 7- to 9-year olds scoring the highest and lowest on a pseudoword repetition test. Found that high and low repeaters differed in MMN amplitude to speech…
Descriptors: Auditory Perception, Auditory Stimuli, Brain, Children
Development of Young Children's Phonological and Orthographic Knowledge as Revealed by Their Spellings.
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Stage, Scott A.; Wagner, Richard K. – Developmental Psychology, 1992
Nonword spellings were obtained from children in kindergarten through third grade in a study of the development of young children's phonological and orthographic knowledge. Results indicated that young children's nonword spellings reflected the joint influences of linguistic knowledge and psychological processes. (GLR)
Descriptors: Age Differences, Elementary School Students, Individual Development, Individual Differences