Short-term memory development: Differences in serial position curves between age groups and latent classes

Koppenol-Gonzalez, Gabriela V.; Bouwmeester, Samantha; Vermunt, Jeroen K.

doi:10.1016/j.jecp.2014.04.002

Cited by 6 publications

(11 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some data suggest that the use of a predominantly visual strategy is followed by a period of dual coding (both visual and phonological) before the adult-like strategy of verbal coding finally emerges around 8 years of age (Palmer, 2000a). However, according to a recent study in children aged 6-12 years, the child's age is not necessarily the best indicator of phonological recoding development and the developmental increase in memory performance does not systematically depend on the use of verbal or visual processing per se (Koppenol-Gonzalez, Bouwmeester, & Vermunt, 2014).…”

Section: The Temporary Activation Of Long-term Language Representationsmentioning

confidence: 99%

“…In addition, many studies that have investigated this issue did not consider the children's reading skills (e.g., Koppenol-Gonzalez et al, 2014). However, as we will discuss further, the fact that the most important developmental qualitative and quantitative changes in verbal WM occur at the time during which children typically learn to read and write might suggest that this cultural acquisition somehow influences memory development.…”

Section: The Temporary Activation Of Long-term Language Representationsmentioning

confidence: 99%

See 1 more Smart Citation

Does learning to read shape verbal working memory?

Demoulin

Kolinsky

2015

Psychon Bull Rev

View full text Add to dashboard Cite

Many experimental studies have investigated the relationship between the acquisition of reading and working memory in a unidirectional way, attempting to determine to what extent individual differences in working memory can predict reading achievement. In contrast, very little attention has been dedicated to the converse possibility that learning to read shapes the development of verbal memory processes. In this paper, we present available evidence that advocates a more prominent role for reading acquisition on verbal working memory and then discuss the potential mechanisms of such literacy effects. First, the early decoding activities might bolster the development of subvocal rehearsal, which, in turn, would enhance serial order performance in immediate memory tasks. In addition, learning to read and write in an alphabetical system allows the emergence of phonemic awareness and finely tuned phonological representations, as well as of orthographic representations. This could improve the quality, strength, and precision of lexical representations, and hence offer better support for the temporary encoding of memory items and/or for their retrieval.

show abstract

Section: The Temporary Activation Of Long-term Language Representationsmentioning

confidence: 99%

Section: The Temporary Activation Of Long-term Language Representationsmentioning

confidence: 99%

Does learning to read shape verbal working memory?

Demoulin

Kolinsky

2015

Psychon Bull Rev

View full text Add to dashboard Cite

show abstract

“…Instead, the subgroups are empirically established using the data at hand. As an illustration of the difference between LCRA and subgroup analysis, consider the following study by Koppenol-Gonzalez, Bouwmeester, and Vermunt (2014). A sample of 210 children age 5-12 years was presented with memory tasks designed to differentiate between verbal and visual short-term memory (STM) processes.…”

mentioning

confidence: 99%

“…The data were analyzed using two approaches; subgroup analysis assuming age is an appropriate grouping variable, and LCRA assuming a latent grouping variable reflecting the use of verbal/visual STM processes (Koppenol-Gonzalez et al 2014). The results showed that the two approaches led to different conclusions.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Extrapolation of Experimental Results through Analogical Reasoning from Latent Classes

Eersel¹,

Koppenol-Gonzalez²,

Reiss³

2019

Philos. of Sci.

Self Cite

View full text Add to dashboard Cite

In the human sciences, experimental research is used to establish causal relationships. However, the extrapolation of these results to the target population can be problematic. To facilitate extrapolation, we propose to use the statistical technique Latent Class Regression Analysis in combination with the analogical reasoning theory for extrapolation. This statistical technique can identify latent classes that differ in the effect of X on Y. In order to extrapolate by means of analogical reasoning, one can characterize the latent classes by a combination of features and then compare these features to features of the target.

show abstract