Working Memory and Language

By B. Buchsbaum. 2016

269 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cdb7ca54d5801afdcf5d9dde48cb634de4a342fe

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, methodology): “A listening span task (Daneman & Merikle, 1996; Kim, 2015a, 2016) was used to measure working memory.”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “…instance, although working memory has been hypothesized as necessary for language skills such as vocabulary (Baddeley, Gathercole, & Papagno, 1998; Gathercole & Baddeley, 1993; Gathercole et al., 1999), oral language has been argued to be necessary for working memory tasks as well (MacDonald &…”
Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children (2016, background): “* = p < 0.05 strategies in problem solving, skills that are influenced by the experiences of children in the family environment (Diamond and Lee 2011; Gathercole and Baddeley 1993).”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “…to many aspects of language and there is a wealth of research demonstrating its role in vocabulary learning, sentence processing, and inference, as well as reading comprehension in general (Cain, Oakhill, & Lemmon, 2004; Daneman & Merikle, 1996; Hannon & Frias, 2012; Montgomery & Evans, 2009).”
Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis (2016, background): “…if the linguistic input in the sentence is beyond learners’ implicit grammatical knowledge, learners may have to attempt repeating the sentence through imitation of the acoustic information without decoding the sentence for meaning (i.e., parroting or rote repetition; Gathercole & Baddeley, 1993).”