Working memory and language: an overview.

By Alan Baddeley. Journal of Communication Disorders, 2003

2,196 citations recorded by the source corpus.

Working memory involves the temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities. In 1974, Baddeley and Hitch proposed that it could be divided into three subsystems, one concerned with verbal and acoustic information, the phonological loop, a second, the visuospatial sketchpad providing its visual equivalent, while both are dependent upon a third attentionally-limited control system, the central executive. A fourth subsystem, the episodic buffer, has recently been proposed. These are described in turn, with particular reference to implications for both the normal processing of language, and its potential disorders. The reader will be introduced to the concept of a multi-component working memory. Particular emphasis will be placed on the phonological loop component, and (a) its fractionation into a storage and processing component, (b) the neuropsychological evidence for this distinction, and (c) its implication for both native and second language learning. This will be followed by (d) a brief overview of the visuospatial sketchpad and its possible role in language, culminating in (e) discussion of the higher-level control functions of working memory which include (f) the central executive and its multi-dimensional storage system, the episodic buffer. An attempt throughout is made to link the model to its role in both normal and disordered language functions.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/35bc8f0a3eb753ccbee78b28bff1004a9c67ba74

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In Developmental and Educational Psychology

Citations in the corpus

THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING (2012, methodology): “Baddeley’s model of WM (Baddeley, 1998, 2003; Baddeley & Hitch, 1974), comprised of the central executive, the phonological loop, and the visuo-spatial sketchpad, is one of the most influential.”
Interaction and instructed second language acquisition (2018, background): “…‘involves the temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities’ (Baddeley 2003: 189), has a research tradition within SLA (see Juffs & Harrington 2012 for an overview), as well in the interactionist approach…”
Compositional Matrix-Space Models of Language (2010, background): “There have been extensive studies about human language processing justifying the hypothesis of a working memory (Baddeley, 2003).”
Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory (2013, background): “WM refers to the cognitive system that is dedicated to the short-term storage, regulation and manipulation of information in an online manner (Baddeley, 2003).”
Body in mind: How gestures empower foreign language learning (2011, background): “However, there is evidence that short words are also kept in memory better in a foreign language (Baddeley, 2003; Baddeley et al., 1975).”
Natural Language Generation as Planning Under Uncertainty for Spoken Dialogue Systems (2009, background): “Once the number of attributes is more than the “magic number 7” (reflecting psychological results on shortterm memory) (Baddeley, 2001) the user is more likely to become confused and quit.”
Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, background): “…1999), and further predicts a very wide range of cognitive abilities, including reading comprehension (Daneman & Carpenter, 1980), language acquisition (Baddeley, 2003), non-verbal problem solving (Logie, Gilhooly, & Wynn, 1994), and a number of domain-specific reasoning skills (Kane et al., 2004).”
Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, background): “Active thinking, however, takes place more in working memory, the part of intelligence that permits active reflection on and manipulation of information (Baddeley, 2003).”
Number skills and knowledge in children with specific language impairment (2005, methodology): “Recent versions of the working memory model (Baddeley, 2000, 2003) have included a fourth component, the episodic buffer.”
Perceiving and remembering events cross-linguistically: Evidence from dual-task paradigms (2010, result): “Our data are compatible with research showing that verbal labels can be used to enhance working memory capacity in adults (Baddeley, 1976, 1986, 2003; Crowder, 1976), even though not in young children (Hitch, Halliday, Schaafstal, & Heffernan, 1991; Palmer, 2000).”
Do children with autism use inner speech and visuospatial resources for the service of executive control? Evidence from suppression in dual tasks. (2010, background): “This is another phenomenon which occurs in typical development whereby immediate serial recall is worse if words sound similar to each other than if they do not (Baddeley, 2003).”
Working Memory and Academic Learning: Assessment and Intervention (2008, background): “For example, children with a language impairment typically exhibit poor performance on digit span and nonword repetition tasks (Baddeley, 2003a).”
Cognitive load in hypertext reading: A review (2007, methodology): “Working memory is the set of mental resources that people use to encode, activate, store, and manipulate information while they perform cognitive tasks (Baddeley, 2003).”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Working memory enables the reader to maintain information while processing incoming information, making it possible for the reader to integrate the two pieces of information (Baddeley, 2003; Daneman & Carpenter, 1980; Swanson & O’Connor, 2009).”