Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Gupta, Prahlad; Tisdale, Jamie

doi:10.1098/rstb.2009.0132

Cited by 80 publications

(81 citation statements)

References 84 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the first wave, the memory trace becomes less prone to interference as a result of the modification and reorganization of synaptic proteins (Walker, 2005). In the second wave, the memory trace continues to strengthen, retrieval links form, and the new memory integrates into the existing memory network at the level of the neocortex (Gupta & Tisdale, 2009;McClelland, McNaughton, & O'Reilly, 1995;Walker, 2005). This wave is slower than the first, requiring hours, days, or even weeks (Dudai, 2004;Dudai & Eisenberg, 2004).…”

Section: Encoding and Retentionmentioning

confidence: 99%

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor

Gordon

Eden

et al. 2017

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test–Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later. Results By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups. Conclusions Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit. Supplemental Materials https://doi.org/10.23641/asha.5435200

show abstract

Section: Encoding and Retentionmentioning

confidence: 99%

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor

Gordon

Eden

et al. 2017

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…More generally, this finding supports theories of language and short-term memory that emphasize the importance of underlying statistical structures (cf. Seidenberg & McClelland, 1989) and the interaction between them, and further supports an approach that has received support from various computational models (Botvinick & Plaut, 2006;Gupta & Tisdale, 2009a, 2009bSeidenberg & McClelland, 1989). One might argue that the accent type effect reflects the ease of memorizing the flat pattern, given that we observed no drop of accent across the nonword.…”

Section: Discussionmentioning

confidence: 99%

The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory

et al. 2014

View full text Add to dashboard Cite

Many previous studies have explored and confirmed the influence of long-term phonological representations on phonological short-term memory. In most investigations, phonological effects have been explored with respect to phonotactic constraints or frequency. If interaction between longterm memory and phonological short-term memory is a generalized principle, then other phonological characteristicsthat is, suprasegmental aspects of phonology-should also exert similar effects on phonological short-term memory. We explored this hypothesis through three immediate serial-recall experiments that manipulated Japanese nonwords with respect to lexical prosody (pitch-accent type, reflecting suprasegmental characteristics) as well as phonotactic frequency (reflecting segmental characteristics). The results showed that phonotactic frequency affected the retention not only of the phonemic sequences, but also of pitch-accent patterns, when participants were instructed to recall both the phoneme sequence and accent pattern of nonwords. In addition, accent pattern typicality influenced the retention of the accent pattern: Typical accent patterns were recalled more accurately than atypical ones. These results indicate that both long-term phonotactic and lexical prosodic knowledge contribute to phonological short-term memory performance.Keywords Working memory . Short-term memory . Phonotactic knowledge . Lexical prosodic knowledge . NonwordsSince its conception, a major component of working memory research has focused on phonological short-term memory (hereafter, pSTM), as represented by the concept of the articulatory loop (later called the phonological loop) of the original working memory model of Baddeley and Hitch (1974). The phonological loop is a subsystem that underpins the functioning of pSTM within the working memory system, which supports the temporal retention of information in the service of cognitive processes for a variety of tasks (e.g., Baddeley, 2012). In the past decade or so, awareness has increased of the important interactions between the phonological loop and long-term memory representations including language (Baddeley, 2000). These include interaction with phonological representations and semantic knowledge (Hulme, Maughan, & Brown, 1991;Jefferies, Frankish, & Lambon Ralph, 2006;Patterson, Graham, & Hodges, 1994). To date, much of this research has been limited to segmental aspects of phonology. In the present study, we expanded the range of this working memory principle to suprasegmental aspects. If the interaction between long-term representations and pSTM is a generalizable principle of working memory function, then there should be evidence for the influence of suprasegmental characteristics in working memory. This hypothesis was the focus of the present study.Currently, multiple sources of evidence point toward the influence of long-term knowledge on pSTM. For example, short-term memory performance is better for words than for nonwords (Hulme et al., 1991; Gathercole, 2009). This can be expl...

show abstract

“…Note that vocabulary size was the measure here. The acquisition of an item of vocabulary can be conceived not only as the acquisition of a word form but also the forming of a link between that acquired form and its meaning (Gupta & Tisdale 2009). Other evidence (e.g.…”

Section: Links Between Immediate Serial Recall Non-word Repetition Amentioning

confidence: 99%

A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms

Page

Norris

2009

Phil. Trans. R. Soc. B

149

240

View full text Add to dashboard Cite

We briefly review the considerable evidence for a common ordering mechanism underlying both immediate serial recall (ISR) tasks (e.g. digit span, non-word repetition) and the learning of phonological word forms. In addition, we discuss how recent work on the Hebb repetition effect is consistent with the idea that learning in this task is itself a laboratory analogue of the sequence-learning component of phonological word-form learning. In this light, we present a unifying modelling framework that seeks to account for ISR and Hebb repetition effects, while being extensible to word-form learning. Because word-form learning is performed in the service of later word recognition, our modelling framework also subsumes a mechanism for word recognition from continuous speech. Simulations of a computational implementation of the modelling framework are presented and are shown to be in accordance with data from the Hebb repetition paradigm.

show abstract

Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

Cited by 80 publications

References 84 publications

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

The roles of long-term phonotactic and lexical prosodic knowledge in phonological short-term memory

A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms

Contact Info

Product

Resources

About