Considering the (separable) influences of phonological sensitivity and working memory on language learning outcomes

• Lisa M. D. Archibald ^[1]
  1. [1] University of Western Ontario

     University of Western Ontario

     Canadá

     
• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 38, Nº 6, 2017, págs. 1301-1304
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In their keynote article examining links between early experience, phonological working memory, and language outcomes, Pierce, Genessee, Delcenserie, and Morgan (2017) present, what I argue, is a two-pronged hypothesis. In brief, the thesis is that the timing of language exposure and the quality and quantity of language input during an early sensitive period of phonological development shape the quality of phonological representations later used by the phonological working memory system to support short- and long-term language learning. The hypothesis is two-pronged because it hinges on (a) qualitative differences in the development of phonological representations, resulting in (b) variations in the efficiency of working memory as the key constraint on language learning. In this commentary, I examine support for these two prongs in detail.