Sengottuvel Kuppuraj, Vasudevamurthy Arpitha, Ullman Michael T, Earle F Sayako
Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
All India Institute of Speech and Hearing, Mysuru, India.
Front Psychol. 2020 Apr 17;11:715. doi: 10.3389/fpsyg.2020.00715. eCollection 2020.
Declarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good ( = 22) and poor ( = 22) readers of English, in Karnataka, India. Recognition memory was tested shortly (∼10 min) after encoding (day 1) and again on the next (day 2). Analyses revealed that the two groups did not differ in recognition memory performance on day 1. On day 2, the good readers improved from day 1, whereas poor readers did not. A partial correlation analysis suggests that consolidation - the change in performance in recognition memory between the 2 days - is associated with reading skills in good readers, but not in poor readers. Taken together, these results suggest that children who struggle to read in a second language may have deficits in declarative memory consolidation.
陈述性记忆能力对于正在学习用第二语言阅读的儿童可能很重要。在本研究中，我们在印度卡纳塔克邦对7至13岁、以卡纳达语为母语、英语阅读能力良好（n = 22）和较差（n = 22）的儿童进行了一项识别记忆任务，以调查他们的陈述性记忆。在编码后不久（第1天，约10分钟）测试识别记忆，然后在第二天（第2天）再次测试。分析显示，两组在第1天的识别记忆表现没有差异。在第2天，阅读能力良好的儿童比第1天有所提高，而阅读能力较差的儿童则没有。偏相关分析表明，巩固——两天之间识别记忆表现的变化——与阅读能力良好的儿童的阅读技能相关，但与阅读能力较差的儿童无关。综上所述，这些结果表明，在第二语言阅读方面存在困难的儿童可能在陈述性记忆巩固方面存在缺陷。
