The relationship between phonological memory, phonological sensitivity, and incidental word learning.
This study investigated the cognitive abilities needed to succeed at incidental word learning, specifically by examining the role of phonological memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing. Forty 4-year-olds were administered a test of nonword repetition (to investigate phonological memory), rhyming and phoneme alliteration tasks (to investigate phonological sensitivity), and an incidental word learning task (via a computer-based presentation of a cartoon story). A multiple regression analysis revealed that nonword repetition scores did not contribute significantly to incidental word learning. Phonological sensitivity scores were significant predictors of incidental word learning. These findings provide support for a model of lexical acquisition in which phonological knowledge plays an important role.
Ramachandra
Vijayachandra
V
Department of Communication Sciences and Disorders, Marywood University, Scranton, PA 18509, USA. vijay.chandra2002@gmail.com
Hewitt
Lynne E
LE
Brackenbury
Tim
T
D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D008568:Memory; D011578:Psycholinguistics; D012044:Regression Analysis; D014706:Verbal Learning; D014825:Vocabulary