Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-06-01T04:46:19.840Z Has data issue: false hasContentIssue false
  • English
  • Français

Interpreting phonological memory performance in bilinguals

Published online by Cambridge University Press:  28 September 2017

Margarita Kaushanskaya
Margarita Kaushanskaya*
Affiliation:
University of Wisconsin–Madison
Get access Rights & Permissions [Opens in a new window]

Extract

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

Type
Commentaries
Information
Applied Psycholinguistics , Volume 38 , Issue 6 , November 2017 , pp. 1333 - 1336
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829–839.Google Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525–531.Google Scholar
Buac, M., Gross, M., & Kaushanskaya, M. (2016). Predictors of processing-based task performance in bilingual and monolingual children. Journal of Communication Disorders, 62, 12–29.Google Scholar
Cowan, N. (1988). Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system. Psychological Bulletin, 104, 163–191.Google Scholar
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory and general fluid intelligence: A latent variable approach. Journal of Experimental Psychology: General, 128, 309–331.Google Scholar
Fernandez, M. C., Pearson, B. Z., Umbel, V. M., Oller, D. K., & Molinetmolina, M. (1992). Bilingual receptive vocabulary in Hispanic preschool children. Hispanic Journal of Behavioral Sciences, 14, 268–276.Google Scholar
Gross, M., Buac, M., & Kaushanskaya, M. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech–Language Pathology, 23, 574–586.Google Scholar
Kail, R., & Hall, L. K. (2001). Distinguishing short-term memory from working memory. Memory & Cognition, 29, 1–9.Google Scholar
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130, 169–183.Google Scholar
Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task shifting, verbal memory, and word learning in children. Developmental Science, 17, 564–583.Google Scholar
Kudo, M., & Swanson, H. L. (2014). Are there advantages for additive bilinguals in working memory tasks? Learning & Individual Differences, 35, 96–102.Google Scholar
Masoura, E. V., & Gathercole, S. E. (1999). Phonological short-term memory and foreign language learning. International Journal of Psychology, 34, 383–388.Google Scholar
Michas, I. C., & Henry, L. A. (1994). The link between phonological memory and vocabulary acquisition. British Journal of Developmental Psychology, 12, 147–163.Google Scholar
Pearson, B. Z., Fernandez, S. C., & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers—Comparison to monolingual norms. Language Learning, 43, 93–120.Google Scholar
Pierce, L. J., Genesee, F., Delcenserie, A., & Morgan, G. (2017). Variations in phonological working memory: Linking early language experiences and language learning outcomes. Applied Psycholinguistics, 38, 1265–1302.Google Scholar
Thorn, A. S. C., & Gathercole, S. E. (1999). Language-specific knowledge and short-term memory in bilingual and non-bilingual children. Quarterly Journal of Experimental Psychology, 52A, 303–324.Google Scholar
Umbel, V. M., Pearson, B. Z., Fernandez, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020.Google Scholar
Yoo, J., & Kaushanskaya, M. (2012). Phonological memory in bilinguals and monolinguals. Memory & Cognition, 40, 1314–1330.Google Scholar