The relation between phonological awareness and working memory

Article Abstract:

Phonological awareness describes the ability to detect, distinguish between and manipulate the sounds of words. Children are known to find phonological tasks that need segmentation into onset and rime units, easier than those needing the manipulation of phonemes. Two assessments of phonological skills were used with children aged between seven and eight years. It was found that working memory ability is one determinant of performance on the sound categorization task, although phonological awareness could be measured in several different ways.

Phonetics

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Developmental trends in implicit and explicit memory: a picture completion study

Article Abstract:

Controlling the influence of explicit memory on implicit memory tasks is relevant in knowing a variable's effect on implicit processes. Experimental results also support the difference between implicit and explicit memory. The research assesses the existence of a developmental trend in the magnitude of perceptual repetition priming among preschool children, 6-year-old children and young adults. Results suggest that implicit memory does not change after the age of four, while explicit memory is positively correlated with age.

Developmental psychology, Picture interpretation

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Infants' learning, memory and generalization of learning for bimodal events

Article Abstract:

The findings confirm that 7-month-old infants can remember sight sound pairs over a 1-week interval and can apply the sense of novel bimodal events whenever they encounter with it. Infants can do so even after visible changes are introduced in color, orientation and size of the objects and this is the first study demonstrating such effects in the domain of intersensory functioning.

Science & research, Infants, Learning

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