The development of phonological memory and language: A multiple groups approach

Pierce et al. (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis...

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Bibliographic Details
Published in:Journal of child language 2021-03, Vol.48 (2), p.285-324
Main Authors: DELCENSERIE, Audrey, GENESEE, Fred, TRUDEAU, Natacha, CHAMPOUX, François
Format: Article
Language:English
Subjects:
Adoption
Age Differences
Assistive Technology
At Risk Persons
Child Development
Children
Cochlear implants
Comparative Analysis
Correlation
Developmental disabilities
Developmental Stages
Early second language learning
Foreign Countries
French
French as a second language
French as a second language learning
Gender Differences
Hearing Impairments
Hypotheses
Language Acquisition
Language Impairments
Language Tests
Learning outcomes
Linguistic Input
Linguistic Theory
Linguistics
Matched Groups
Measures (Individuals)
Memory
Monolingualism
Native language acquisition
Phonological memory
Phonology
Scores
Second Language Learning
Short Term Memory
Socioeconomic Status
Young Children
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Summary:Pierce et al. (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear implants (CI), children with developmental language disorder (DLD), and internationally-adopted (IA) children, Comparison groups of typically-developing monolingual (MON) children and second language (L2) learners were also included. All groups were acquiring French as a first or second language and were matched on age, gender, and socioeconomic status, as well as other group-specific factors; they were between 5;0–7;3 years of age at time of testing. The CI and DLD groups scored significantly more poorly on the memory measures than the other groups; while the IA and L2 groups did not differ from one another. While the IA group performed more poorly than the MON group, there was no difference between the L2 and MON groups. We also found differential developmental relationships between phonological memory and language among the groups of interest in comparison to the typically-developing MON and L2 groups supporting the hypothesis that language experiences early in life are consequential for language development because of their effects on the development of phonological memory.
ISSN:0305-0009
1469-7602
DOI:10.1017/S0305000920000343