Jarrold Christopher, Thorn Annabel S C, Stephens Emma
Department of Experimental Psychology, University of Bristol, Bristol BS8 1TU, UK.
J Exp Child Psychol. 2009 Feb;102(2):196-218. doi: 10.1016/j.jecp.2008.07.001. Epub 2008 Aug 15.
This study examined the correlates of new word learning in a sample of 64 typically developing children between 5 and 8 years of age and a group of 22 teenagers and young adults with Down syndrome. Verbal short-term memory and phonological awareness skills were assessed to determine whether learning new words involved accurately representing phonological information in memory. Results showed a relationship between verbal short-term memory measures and typically developing individuals' ability to learn the phonological form of novel words but not their ability to learn the physical referent of new words. Similarly, individuals with Down syndrome showed impaired verbal short-term memory and impaired form but not referent learning. Together, these findings specify the circumstances in which an accurate phonological representation within short-term memory is required for new word learning.
本研究调查了64名5至8岁发育正常儿童以及22名患有唐氏综合征的青少年和青年成人样本中学习新单词的相关因素。对言语短期记忆和语音意识技能进行了评估，以确定学习新单词是否涉及在记忆中准确呈现语音信息。结果表明，言语短期记忆测量与发育正常个体学习新单词语音形式的能力之间存在关联，但与他们学习新单词实际所指对象的能力无关。同样，患有唐氏综合征的个体表现出言语短期记忆受损以及形式学习受损，但所指对象学习未受损。这些发现共同明确了新单词学习需要在短期记忆中进行准确语音表征的情况。
