Episodic and semantic memory in bilingual and monolingual children

Kormi-Nouri, Reza; Moniri, Sadegheh; Nilsson, Lars‐Göran

doi:10.1111/1467-9450.00320

Cited by 52 publications

(70 citation statements)

References 44 publications

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“…The enactment effect for SPTs (i.e., the difference between SPT and VT) was systematically increased across school ages under all test conditions, and the development of an enactment effect for EPTs (i.e., the difference between EPT and VT) was less or unobservable or absent under different test conditions. Consistent with previous studies (e.g., Kormi-Nouri, 1995Kormi-Nouri et al, 2003), these findings demonstrate that SPT encoding is strategic and affected by developmental differences. This contrasts with the nonstrategic view of SPT encoding proposed by Cohen (1981Cohen ( /1983Cohen ( /1989).…”

Section: Discussionsupporting

confidence: 91%

“…Cohen's study is one of the few experimental investigations that did not identify developmental differences in action memory performance. In contrast to Cohen's study, other researchers have identified memory enhancement with age; older children exhibit a larger enactment effect than younger children (e.g., Kormi-Nouri, Moniri, & Nilsson, 2003;KormiNouri et al, 2008). These studies stress the importance of strategy use in action items, especially when elementary school students are instructed to interact physically with objects during learning.…”

contrasting

confidence: 58%

“…We excluded bizarre actions (''to shake the sand''), body part actions ("to touch the hair") and actions with abstract objects (''to add 11 and 6''). The items were chosen from a pool of items in a normative study (KormiNouri, 1995;Kormi-Nouri et al, 2003). The lists included the same number of items from each of the four categories of action phrases (tools, school materials, kitchen utensil, and personal hygiene).…”

Section: Methodsmentioning

confidence: 99%

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Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

Badinlou

Kormi-Nouri

Nasab

et al. 2015

Memory

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Developmental differences in episodic memory across school ages: Evidence from enacted events performed by self and others. The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 schoolaged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, and 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task (VT) as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8 to 14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8-to 14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.

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Section: Discussionsupporting

confidence: 91%

contrasting

confidence: 58%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

Badinlou

Kormi-Nouri

Nasab

et al. 2015

Memory

Self Cite

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show abstract

“…Likewise, bilingual children in grades 3, 8, and 11 performed better on episodic memory tasks involving recognition and recalled significantly more on subject performed tasks compared with monolingual control subjects (Kormi-Nouri, Moniri, & Nilsson, 2003). This advantage seems more pronounced in older children, which may help to explain why enhanced memory was not observed in the majority of studies because participants in other studies ranged from preschool to second grade.…”

Section: Memorymentioning

confidence: 93%

Bilingualism as a Potential Strategy to Improve Executive Function in Preterm Infants: A Review

Head¹,

Baralt²,

Mahoney³

2015

Journal of Pediatric Health Care

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“…According to the revised hierarchical model (Kroll and Stewart, 1994; Kroll et al, 2010), lexical connections between the two languages in bilinguals are linked to common conceptual memory representations; and the connections to conceptual memory depend on bilinguals' L1 and L2 experiences and knowledge. In the same vein, evidence regarding bilinguals' language knowledge in two languages, bilinguals' episodic memory, and their semantic memory (e.g., Francis, 1999; Kormi-Nouri et al, 2003, 2008, 2012; Sheng et al, 2006, 2013; Bialystok and Feng, 2009) suggests that bilinguals differ from monolinguals in how they encode, retain, and organize words.…”

Section: Introductionmentioning

confidence: 99%

Novel word retention in bilingual and monolingual speakers

Kan

Sadagopan

2014

Front. Psychol.

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The goal of this research was to examine word retention in bilinguals and monolinguals. Long-term word retention is an essential part of vocabulary learning. Previous studies have documented that bilinguals outperform monolinguals in terms of retrieving newly-exposed words. Yet, little is known about whether or to what extent bilinguals are different from monolinguals in word retention. Participants were 30 English-speaking monolingual adults and 30 bilingual adults who speak Spanish as a home language and learned English as a second language during childhood. In a previous study (Kan et al., 2014), the participants were exposed to the target novel words in English, Spanish, and Cantonese. In this current study, word retention was measured a week after the fast mapping task. No exposures were given during the one-week interval. Results showed that bilinguals and monolinguals retain a similar number of words. However, participants produced more words in English than in either Spanish or Cantonese. Correlation analyses revealed that language knowledge plays a role in the relationships between fast mapping and word retention. Specifically, within- and across-language relationships between bilinguals' fast mapping and word retention were found in Spanish and English, by contrast, within-language relationships between monolinguals' fast mapping and word retention were found in English and across-language relationships between their fast mapping and word retention performance in English and Cantonese. Similarly, bilinguals differed from monolinguals in the relationships among the word retention scores in three languages. Significant correlations were found among bilinguals' retention scores. However, no such correlations were found among monolinguals' retention scores. The overall findings suggest that bilinguals' language experience and language knowledge most likely contribute to how they learn and retain new words.

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Episodic and semantic memory in bilingual and monolingual children

Cited by 52 publications

References 44 publications

Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

Bilingualism as a Potential Strategy to Improve Executive Function in Preterm Infants: A Review

Novel word retention in bilingual and monolingual speakers

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