Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ.

ABSTRACT:

Purpose

The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ.

Method

One hundred sixty-seven English-speaking second graders (7- to 8-year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations.

Results

A structural equation model with expressive vocabulary, nonverbal

SUBMITTER: Gray SI 

PROVIDER: S-EPMC9150727 | biostudies-literature | 2022 Mar

REPOSITORIES: biostudies-literature