Phonological Working Memory in Very Young Children

This study was designed to establish whether phonological working memory skills could be assessed in children below 4 years of age. A group of 2- and 3-year-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that...

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Bibliographic Details
Published in:Developmental psychology 1993-07, Vol.29 (4), p.770-778
Main Authors: Gathercole, Susan E, Adams, Anne-Marie
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child development
Children & youth
Developmental psychology
Early Childhood Education
England
Evaluation Methods
Evaluation Problems
Foreign Countries
Fundamental and applied biological sciences. Psychology
Human
Language
Measurement
Memory
Phonological Memory
Phonological Skills
Phonology
Preschool children
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Short Term Memory
Skills
Social research
Toddlers
Working Memory
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Summary:This study was designed to establish whether phonological working memory skills could be assessed in children below 4 years of age. A group of 2- and 3-year-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the 3 phonological memory tasks were closely related. In addition, repetition performance was linked with both vocabulary knowledge and articulation rate. Results indicate that phonological memory skills can be reliably assessed in very young children by using conventional serieal span and repetition procedures.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.29.4.770