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Short-Term Memory for Auditory Temporal Patterns and Meaningless Sentences Predicts Learning of Foreign Word Forms
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In: Brain Sciences; Volume 12; Issue 5; Pages: 549 (2022)
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Modelling Immediate Serial Recall using a Bayesian Attractor Neural Network ; Modellering av sekventiellt korttidsminne med hjälp av ett autoassociativt Bayesianskt neuronnätverk
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Ericson, Julia. - : KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021
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The role of phonological loop in working memory: a visual-related experiment ...
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The role of phonological loop in working memory: a visual-related experiment ...
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Repetición de pseudopalabras en trastorno específico del lenguaje
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Simple spans underestimate verbal working memory capacity
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In: ISSN: 0096-3445 ; Journal of Experimental Psychology: General (2020) (2020)
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The Relation Between Working Memory and Reading Intervention Outcomes in Children with Developmental Dyslexia
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In: Psychology Dissertations (2019)
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Abstract:
This study explored three theoretical models for understanding working memory (WM) in struggling readers. Research has shown relations between working memory and reading, especially on foundational phonologically based tasks like non-word repetition, however there is limited research exploring the predicted relations between non-language based WM tasks and basic reading abilities. Here three models of WM are used to explore the optimal theoretical framework for understanding both foundational reading abilities and response to intervention among a group of elementary school diagnosed with developmental dyslexia (DD). The three models were driven by theories from: 1. Baddeley and Hitch model; 2. Engle et al., model; and 3. Brown and Hulme model. 108 children (mean age: 9.01) in grades 3-4 were assessed as meeting criteria for a reading disability and subsequently participated in a 70-hour intensive reading intervention. Children were administered nine working memory, intelligence, and language tasks prior to the intervention and then tested at four time points on four single word reading tasks at baseline, 23, 45 and 70 hours over the course of the intervention. Three theoretical models were fit to the resulting data using structural equation modeling. Model 1 (Baddeley and Hitch, 1974) revealed the best fit for the data (RMSEA = 0.04; Model Chi Squared = 43.65, p=.18 (df=33); CFI =0.96), with Language, Intelligence and Phonological Working Memory factors showing strong relations to initial reading scores, but no factor showed relations to single word reading intervention change scores. These results suggest that phonological WM, visuo-spatial WM, and central executive WM reflect separate but related constructs. These data also confirm the fundamental connection between single word reading and phonological working memory and supports previous data showing minimal support for cognitive assessment as a means of predicting outcomes on reading intervention.
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Keyword:
Central executive; Developmental Dyslexia; Language; Phonological loop; Reading intervention; Working memory
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1217&context=psych_diss https://scholarworks.gsu.edu/psych_diss/209
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Schwache und starke Adjektivflexion im Deutschen: kognitive Hintergründe ; Weak and strong inflection of German adjectives: a cognitive approach
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In: Zeitschrift für angewandte Linguistik 2015; 63(1): 203–245; doi:10.1515/zfal-2015-0014 (2015)
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Music and language : do they draw on similar syntactic working memory resources?
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Errors in nonword repetition: bridging short- and long-term memory
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O estudo da natureza do chunking verbal : o enquadramento semântico e sintático na memória de trabalho
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Learner-centred Alternatives to "Listen and Repeat": An L1 Point of Reference Approach to Pronunciation Modification
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Carey, M D. - : Association for Academic Language and Learning, 2014
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Working Memory Deficits in Individuals with Down Syndrome: The Role of the Phonological Loop
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Memória de trabalho: uma breve revisão ; Working memory: a brief revision
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"SIMPLE AS DO RE ME, ABC": LANGUAGE, MUSIC, AND WORKING MEMORY
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Anxiety and Cognitive Performance: A Test of Predictions Made by Cognitive Interference Theory and Attentional Control Theory
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276557720 (2010)
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Mismatch response to polysyllabic nonwords: a neurophysiological signature of language learning capacity
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