Phonological short-term memory measurement in Greek children aged 2 and 3: data on its relationship with language development
Abstract
Phonological working memory, as measured by the ‘non-word repetition’ task, has been associated with various dimensions of child language development. Although most studies have focused on ages older than 4 years, several successful attempts to measure phonological working memory in younger children are present in the bibliography. The aim of this study was to develop a non-word repetition task and methodology that would enable the assessment of phonological working memory in very young Greek-speaking children, as well as to explore the relationship between performance on this task and the linguistic level of the same children. Forty-two typically developing toddlers aged 2 and 3 years participated in a word & non-word repetition task which was especially developed for the purposes of this study. At the same time, a speech sample of the same children was collected, whereby the ‘number-of-different-words’ (word types) and the ‘mean length of utterance in morphemes' (MLU-m) have been estimated. Results reveal the sensitivity of the task in children's age, the stimulus type (words vs. non-words) and in syllabic length. Moreover, performance in this task appears significantly correlated with the two measures of children´s expressive language. These results are discussed in relation to previous findings and the possibilities this task could offer for the assessment of Greek-speaking young children’s language skills.
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Karousou, A. (2015). Phonological short-term memory measurement in Greek children aged 2 and 3: data on its relationship with language development. Preschool and Primary Education, 3(2), 117–135. https://doi.org/10.12681/ppej.163
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Coady, J.A., & Evans, J. L. (2008). Uses and interpretations of non-word repetition tasks in children with and without specific language impairment (SLI). International Journal of Language and Communication Disorders, 43, 1-40. http://dx.doi.org/10.1080/13682820601116485
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De Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450–476. http://dx.doi.org/10.1037/0022-0663.91.3.450
Dollaghan, C., & Campbell, T.F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.
http://dx.doi.org/10.1044/jslhr.4105.1136
Dufva, M., & Voeten, M.J.M. (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Psycholinguistics, 20, 329–348. http://dx.doi.org/10.1017/S014271649900301X
Edwards, J., Beckman, M.E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47, 421-436. http://dx.doi.org/10.1044/1092-4388(2004/034)
Ellis Weismer, S. E., Tomblin, J. B., Zhang, X., Buckwalter, P., Chynoweth, J. G., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878. http://dx.doi.org/10.1044/jslhr.4304.865
Ellis, N. C., & Beaton, A. (1993). Factors affecting the learning of foreign language vocabulary: Imagery keyword mediators and phonological short-term memory. Quarterly Journal of Experimental Psychology, 46A, 533-558. http://dx.doi.org/10.1080/14640749308401062
Engel, P.M.A., Santos, F.H., & Gathercole, S.E. (2008). Are working memory measures free of socioeconomic influence? Journal of Speech, Language, and Hearing Research, 51, 1580-1587. http://dx.doi.org/10.1044/1092-4388(2008/07-0210)
Frisch, S., Large, N. R., & Pisoni, D. B. (2000). Perception of word-likeness: effects of segment probability and length on processing non-words. Journal of Memory and Language, 42, 481-496. http://dx.doi.org/10.1006/jmla.1999.2692
Garlock, V.M., Walley, A.C., & Metsala, J.L. (2001). Age-of-acquisition, word frequency and neighborhood density effects on spoken word recognition: Implications for the development of phoneme awareness and early reading ability. Journal of Memory and Language, 45, 468-492. http://dx.doi.org/10.1006/jmla.2000.2784
Gathercole, S. E. (1995). The assessment of phonological memory skills in preschool children. British Journal of Educational Psychology, 65, 155-164. http://dx.doi.org/10.1111/j.2044-8279.1995.tb01139.x
Gathercole, S.E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513-543.
Gathercole, S. E., & Adams, A.-M. (1993). Phonological working memory in very young children. Developmental Psychology, 29, 770–778. http://dx.doi.org/10.1037/0012-1649.29.4.770
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