Phonological working memory and language development: What are the measures and what do they measure?

• Cornelia Hamann ^[1]
  1. [1] Carl von Ossietzky University of Oldenburg

     Carl von Ossietzky University of Oldenburg

     Kreisfreie Stadt Oldenburg, Alemania

     
• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 38, Nº 6, 2017, págs. 1313-1321
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In line with the recent trend in comparative analysis of different populations (see Friedmann & Rusou, 2015, as an example), Pierce, Genesee, Delcenserie, and Morgan (2017) present a comprehensive review of different language outcomes in populations that have received qualitatively and quantitatively different input during the first year of life, from enriched stimuli in bilingual situations to no stimuli at all in the case of children with profound hearing impairment. The claims derived from these data deserve some comment, however, and need some caveats about the measures used, which I will provide in the following with a brief discussion of complementing research and the presentation of some new data derived from the Bilingual Language Development (BiLaD) Project, a recent French/German collaboration studying bilingual populations with and without specific language impairment (SLI).