Wang Shinmin, Allen Richard J
a Department of Human Development and Family Studies , National Taiwan Normal University , Taipei , Taiwan.
b School of Psychology , University of Leeds , Leeds , UK.
Memory. 2018 Apr;26(4):514-523. doi: 10.1080/09658211.2017.1380835. Epub 2017 Oct 4.
Recent research has suggested that the creation of temporary bound representations of information from different sources within working memory uniquely relates to word recognition abilities in school-age children. However, it is unclear to what extent this link is attributable specifically to the binding ability for cross-modal information. This study examined the performance of Grade 3 (8-9 years old) children on binding tasks requiring either temporary association formation of two visual items (i.e., within-modal binding) or pairs of visually presented abstract shapes and auditorily presented nonwords (i.e., cross-modal binding). Children's word recognition skills were related to performance on the cross-modal binding task but not on the within-modal binding task. Further regression models showed that cross-modal binding memory was a significant predictor of word recognition when memory for its constituent elements, general abilities, and crucially, within-modal binding memory were taken into account. These findings may suggest a specific link between the ability to bind information across modalities within working memory and word recognition skills.
近期研究表明，在工作记忆中创建来自不同来源信息的临时绑定表征与学龄儿童的单词识别能力有着独特的关联。然而，尚不清楚这种联系在多大程度上具体归因于跨模态信息的绑定能力。本研究考察了三年级（8至9岁）儿童在绑定任务中的表现，这些任务要求要么形成两个视觉项目的临时关联（即模态内绑定），要么形成视觉呈现的抽象形状与听觉呈现的非单词的配对（即跨模态绑定）。儿童的单词识别技能与跨模态绑定任务的表现相关，但与模态内绑定任务的表现无关。进一步的回归模型表明，当考虑到跨模态绑定记忆的组成元素记忆、一般能力，以及至关重要的模态内绑定记忆时，跨模态绑定记忆是单词识别的一个重要预测指标。这些发现可能表明工作记忆中跨模态绑定信息的能力与单词识别技能之间存在特定联系。
