Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium; Institute of Neuroscience, Université catholique de Louvain, Brussels, Belgium; Department of Experimental Psychology, Ghent University, Ghent, Belgium.
Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium; Institute of Neuroscience, Université catholique de Louvain, Brussels, Belgium; Department of Experimental Psychology, Ghent University, Ghent, Belgium.
Cognition. 2019 Apr;185:144-150. doi: 10.1016/j.cognition.2019.01.012. Epub 2019 Jan 30.
It is widely accepted that specific memory processes, such as serial-order memory, are involved in written language development and predictive of reading and spelling abilities. The reverse question, namely whether orthographic abilities also affect serial-order memory, has hardly been investigated. In the current study, we compared 20 illiterate people with a group of 20 literate matched controls on a verbal and a visuospatial version of the Hebb paradigm, measuring both short- and long-term serial-order memory abilities. We observed better short-term serial-recall performance for the literate compared with the illiterate people. This effect was stronger in the verbal than in the visuospatial modality, suggesting that the improved capacity of the literate group is a consequence of learning orthographic skills. The long-term consolidation of ordered information was comparable across groups, for both stimulus modalities. The implications of these findings for current views regarding the bi-directional interactions between memory and written language development are discussed.
人们普遍认为，特定的记忆过程，如序列记忆，参与了书面语言的发展，并预测了阅读和拼写能力。相反的问题，即拼写能力是否也会影响序列记忆，几乎没有被研究过。在本研究中，我们比较了 20 名不识字者和 20 名识字匹配对照组在口头和视觉空间版本的赫布范式上的表现，分别测量了短期和长期的序列记忆能力。我们观察到，识字者在短期序列回忆方面的表现优于不识字者。这种效应在言语模态中比在视觉空间模态中更强，这表明识字组能力的提高是学习拼写技能的结果。对于两种刺激模式，长期有序信息的巩固在两组之间是可比的。这些发现对当前关于记忆和书面语言发展之间双向相互作用的观点的影响进行了讨论。
