Lee Swanson H, Orosco Michael J, Lussier Catherine M
Area of Educational Psychology, University of California, Riverside, Riverside, CA 92521, USA.
Area of Special Education, University of California, Riverside, Riverside, CA 92521, USA.
J Exp Child Psychol. 2015 Apr;132:155-88. doi: 10.1016/j.jecp.2015.01.001. Epub 2015 Feb 28.
This cohort sequential study explored the components of working memory that underlie English reading and language acquisition in elementary school children whose first language is Spanish. To this end, children (N=410) in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, phonological processing, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. These same measures were administered 1 and 2 years later. The results showed that (a) a three-factor structure (phonological STM, visual-spatial WM, and verbal WM) captured the data within both language systems, (b) growth in both the executive and STM storage components was uniquely related to growth in second language (L2) reading and language acquisition, and (c) the contribution of growth in the executive component of WM to growth in L2 processing was independent of growth in storage, phonological knowledge, inhibition, and rapid naming speed. The results suggested that growth in the phonological storage system does not supersede growth of the executive component of WM as a major contributor to growth in children's L2 reading and language.
这项队列序贯研究探讨了以西班牙语为母语的小学儿童英语阅读和语言习得背后的工作记忆成分。为此，在第一波研究中，对一年级、二年级和三年级的儿童（N = 410）进行了一系列认知测试（短期记忆[STM]、工作记忆[WM]、快速命名、语音处理以及随机字母和数字生成）、词汇测试和西班牙语及英语的阅读测试。在1年和2年后再次进行相同的测试。结果表明：（a）一个三因素结构（语音STM、视觉空间WM和言语WM）能够解释两个语言系统中的数据；（b）执行成分和STM存储成分的发展都与第二语言（L2）阅读和语言习得的发展存在独特关联；（c）WM执行成分的发展对L2加工发展的贡献独立于存储、语音知识、抑制能力和快速命名速度的发展。结果表明，语音存储系统的发展并不会取代WM执行成分的发展，成为儿童L2阅读和语言发展的主要贡献因素。
