Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children

Stokes, Stephanie F.; Klee, Thomas; Kornisch, Myriam; Furlong, Lisa

doi:10.1044/2017_jslhr-l-16-0285

Cited by 9 publications

(19 citation statements)

References 37 publications

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“…In contrast to earlier findings, however, no evidence of the predictive role of child gender (Hoff, 2013;Stokes & Klee, 2009;Zhang et al, 2008) and working memory (Ebert et al, 2013;Gathercole et al, 1992;Hoff, 2013;Stokes et al, 2017;Teepe et al, 2017) in early vocabulary development across modalities and domains was detected in this exploratory study. Regarding the gender effect, our dataset supports findings that the impact of child gender is small and often undetectable in studies with small samples (Hoff, 2013, p. 153).…”

Section: Predictors Of Preschoolers' Vocabulary Knowledge 17/24contrasting

confidence: 99%

“…External factors includes family, socioeconomic status (SES)-and school-related characteristics (e.g., Ebert et al, 2013;Hoff, 2006;Lohndorf et al, 2017). Internal factors are biological characteristics and cognitive abilities (e.g., Archibald & Gathercole, 2006b;Newbury et al, 2015Newbury et al, , 2016Stokes et al, 2017). They are often reported as significant predictors of the development and the course of vocabulary knowledge in early childhood (e.g., Ebert et al, 2013;Hoff, 2006Hoff, , 2013Lohndorf et al, 2017;Stokes & Klee, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have explored the impact of child-internal and child-external factors on early vocabulary development; but the majority of them assessed either child-internal or child-external factors influencing vocabulary skills. Little research investigates both internal and external factors simultaneously (Ebert et al, 2013;Hoff, 2006Hoff, , 2013Stokes et al, 2017). Few attempts have been made to understand the interaction between multiple child and environmental factors in predicting vocabulary outcomes (see Ebert et al, 2013;Stokes & Klee, 2009;Teepe et al, 2017;Umek et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…No prior hypothesis about the relative contribution of predictors, and the relative importance of internal or external predictors are formulated for measures of two modalities and two domains of Vietnamese pre-schoolers' vocabulary knowledge. This decision is important in this exploratory study as no research, to our knowledge, has previously examined the child's general intelligence together with other child and environmental characteristics (Stokes et al, 2017). Also, the multifactorial effects on early vocabulary ability have not been investigated from multidimensional views, with an inclusion of both modality and domain of vocabulary knowledge, before (Anthony et al, 2014 2 Method…”

Section: Introductionmentioning

confidence: 99%

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An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Hong¹,

Baten

Cuypere

2021

DuJAL

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This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.

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Section: Predictors Of Preschoolers' Vocabulary Knowledge 17/24contrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Hong¹,

Baten

Cuypere

2021

DuJAL

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“…VWM is closely related to language development. This relationship is exhibited in the literature examining the comprehension of language (Rusli & Montgomery, 2017), production (Acheson & Macdonald, 2009), word acquisition (Archibald, 2017;Stokes et al, 2017) and reading (Alloway et al, 2005;Lieberman, 2004). In order for the individual to understand the embedded expressions in the language and separate the verbal expression into its elements, it is necessary to reveal the individual's knowledge and blend it with new information (Waters & Caplan, 2006).…”

Section: Introductionmentioning

confidence: 86%

Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği

Hassamancioğlu¹,

Doğan²

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Giriş: Sözel çalışma belleğinin yapısı ve işleyişi göz önünde bulundurulduğunda, gelişimsel dil bozukluğuna sahip çocukların yaşadıkları dil güçlüklerinin sözel çalışma belleği sorunlarının bir yansıması olabileceği düşünülmüştür. Bu araştırma, ilişkisel tarama modelini kullanarak gelişimsel dil bozukluğuna sahip çocukların dil gelişimleri ile sözel çalışma belleği performansları arasındaki ilişkileri ortaya koymayı amaçlamaktadır.Yöntem: Bireysel dil ve konuşma bozuklukları terapisinden yararlanan, anadili Türkçe, 60-93 ay arasında olan ve kamu kurum ve kuruluşlarınca yapılan eğitsel değerlendirme sonucunda yalnızca dil gelişiminin desteklenmesine karar verilen 45 çocuk araştırmanın örneklemini oluşturmaktadır. Veriler Türkçe Erken Dil Gelişim Testi (TEDİL) ve Çalışma Belleği Ölçeği (ÇBÖ) kullanılarak toplanmış, sözel çalışma belleği alt boyutları ile alıcı, ifade edici ve sözel dil gelişimi arasındaki ilişkiler bu çalışma kapsamında incelenmiştir.Bulgular: Sonuçlara göre sözel çalışma belleği alt boyutlarının tamamı ile çocukların dil becerileri arasında anlamlı düzeyde ilişkiler bulunmuştur. Sözel kısa süreli bellek ile alıcı dil becerileri arasındaki ilişki düzeyi ifade edici dil becerilerine nazaran daha yüksektir. Ayrıca çocukların dil gelişimleri ile sözel çalışma belleği performanslarının terapiden yararlanma sürelerine bağlı olarak değişiklik göstermediği sonucuna ulaşılmıştır.

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A Role for Visual Memory in Vocabulary Development: A Systematic Review and Meta-Analysis

Pickering

Peters

2022

Neuropsychol Rev

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Although attention and early associative learning in preverbal children is predominantly driven by rapid eye-movements in response to moving visual stimuli and sounds/words (e.g., associating the word “bottle” with the object), the literature examining the role of visual attention and memory in ongoing vocabulary development across childhood is limited. Thus, this systematic review and meta-analysis examined the association between visual memory and vocabulary development, including moderators such as age and task selection, in neurotypical children aged 2-to-12 years, from the brain-based perspective of cognitive neuroscience. Visual memory tasks were classified according to the visual characteristics of the stimuli and the neural networks known to preferentially process such information, including consideration of the distinction between the ventral visual stream (processing more static visuo-perceptual details, such as form or colour) and the more dynamic dorsal visual stream (processing spatial temporal action-driven information). Final classifications included spatio-temporal span tasks, visuo-perceptual or spatial concurrent array tasks, and executive judgment tasks. Visuo-perceptual concurrent array tasks, reliant on ventral stream processing, were moderately associated with vocabulary, while tasks measuring spatio-temporal spans, associated with dorsal stream processing, and executive judgment tasks (central executive), showed only weak correlations with vocabulary. These findings have important implications for health professionals and researchers interested in language, as they advocate for the development of more targeted language learning interventions that include specific and relevant aspects of visual processing and memory, such as ventral stream visuo-perceptual details (i.e., shape or colour).

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Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children

Cited by 9 publications

References 37 publications

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği

A Role for Visual Memory in Vocabulary Development: A Systematic Review and Meta-Analysis

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