Phonological short-term memory capacity selectively predicts new vocabulary learning¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A patient with a verbal span of 2 or 3 digits was unable to learn new vocabulary, and individual differences in phonological memory predict word-learning capability in children and adults. → Cowan Nelson 2014

Evidence¶

Cowan Nelson 2014¶

Cowan Nelson. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207727/

q2 · i? · review · r3

The review reports Baddeley, Papagno, and Vallar's case study of a patient with a verbal short-term memory span of 2 or 3 digits who nevertheless functioned well except that "she was absolutely unable to learn new vocabulary." This prompted developmental studies linking phonological memory differences to word-learning capability in children and adults.

"she was absolutely unable to learn new vocabulary. This finding led to a series of developmental studies showing that individual differences in phonological memory are quite important for differences in word-learning capability in both children and adults"

Discussion¶

Related Claims¶

• The central executive coordinates WM subsystems and supports higher-level language-learning functions such as attention switching and strategy switching — a broader claim this one bears on
• Vocabulary scores predicted executive-loaded non-verbal working memory scores beyond age and non-verbal reasoning — related
• Short-term memory predicts vocabulary over and above book exposure and intelligence — related