The phonological loop as a language learning device.

By Alan Baddeley, Susan E. Gathercole *, Costanza Papagno. 1998

Subfields: Cognitive Science & Psychology, Linguistics

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Citations in the corpus

Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition (2006, background): “Although he made no predictions with respect to STM for item information, the ability to create stable temporary phonological item representations likely contributes to long-term learning of new phonological representations (as proposed by Baddeley et al., 1998). Furthermore, processes implicated in”
Functional dissociations within the inferior parietal cortex in verbal working memory (2004, background): “However, the STS is claimed to be a separate system from that used for phonological perception (Baddeley et al., 1998; Martin and Breedin, 1992).”
How language relates to belief, desire, and emotion understanding (2003, unknown): “For instance, working memory likely plays an important role in vocabulary development, a semantic achievement (Adams & Gathercole, 1996; Baddeley, Gathercole, & Papagno, 1998 ).”
Basic skills in a complex task: A graphical model relating memory and lexical retrieval to simultaneous interpreting (2003, unknown): “It is found that vocabulary knowledge is strongly associated with digit span performance in children and with the learning of novel words in adults (e.g., Baddeley et al., 1998).”
Intra-agent speech permits zero-shot task acquisition (2022, background): “Indeed, one possible reason for intra-personal speech may be to support the development of social speech [1–5], though the inverse causal relation may also be possible [1, 6].”
Nonword repetition and word learning: The nature of the relationship (2006, methodology): “As phonological storage plays a key role in the construction of long-term phonological representations of new words (Baddeley et al., 1998), each of these three sets of factors will also influence the ease of new word learning.”
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “Oller’s (1979) Unitary Competence Hypothesis, which claimed that language proficiency is comprised of a single underlying construct (‘pragmatic expectancy grammar’), was rejected on the grounds that Oller failed to include an oral test of proficiency and also that the factorial analyses he employed ”
Working memory and language: an overview. (2003, background): “Furthermore, while both nonword repetition and phonological awareness models are capable of predicting reading performance, they appear to account for separable variance (Baddeley et al., 1998; Gathercole, Willis, & Baddeley, 1991).”
Relationships between reading, phonological skills and language development in individuals with Down syndrome: A five year follow-up study (2002, background): “Most research describing the importance of phonological memory to typical language and reading development has been based on nonword repetition (see Baddeley, Gathercole & Papagno 1998; Gathercole & Baddeley 1993).”
Towards an executive without a homunculus: computational models of the prefrontal cortex/basal ganglia system (2007, background): “It is likely that a substantial amount of everyday working memory function derives from a specialised system for actively maintaining verbal information called the \phonological loop" (e.g., Baddeley, 1986; Baddeley, Gathercole, & Papagno, 1998; Burgess & Hitch, 1999).”