Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- 1 Working Memory and Language
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- Part VII Conclusion
- Index
- References
1 - Working Memory and Language
An Overview of Key Topics
from Overview of the Handbook
Published online by Cambridge University Press: 08 July 2022
Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- 1 Working Memory and Language
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- Part VII Conclusion
- Index
- References
Summary
Working memory (WM) is our limited-capacity storage and processing (memory) system that permeates essential facets of our cognitive life such as arithmetic calculation, logical thinking, decision-making, prospective planning, language comprehension, and production. Since the very inception of WM in the early 1960s (Miller et al., 1960), its role in language acquisition and processing has been extensively investigated both empirically and theoretically by researchers from diverse fields of psychology and linguistics, accumulating an increasingly huge body of literature (e.g., see Baddeley, 2003; Gathercole & Baddeley, 1993 for reviews of early studies). Notwithstanding, the field still lacks a comprehensive and updated profile of conceptualizing and implementing working memory in the broad domains of native and second language acquisition, processing, impairments, and training. In this chapter, we introduce a comprehensive handbook in which key areas of inquiry and practice in working memory and language are at the forefront and theoretical ingenuity and empirical robustness are integrated throughout.
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2022
References
Alloway, T., & Archibald, L. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities, 41(3), 251–262.Google Scholar
Altarriba, J., & Isurin, L. (2013). Memory, language, and bilingualism: Theoretical and applied approaches. Cambridge University Press.Google Scholar
Atkinson, R., & Shiffrin, R. (1968). Human memory: A proposed system and its control processes. In Spence, K. & Spence, J. (Eds.), The psychology of learning and motivation: Advances in research and theory (pp. 89–195). Academic Press.Google Scholar
Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189–208.Google Scholar
Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158–173.Google Scholar
Baddeley, A., & Hitch, G. (1974). Working memory. In Bower, G. (Ed.), The psychology of learning and motivation (pp. 47–89). Academic Press.Google Scholar
Barrouillet, P., & Camos, V. (2015). Working memory: Loss and reconstruction. Psychology Press.Google Scholar
Barrouillet, P., & Camos, V. (2020). The time-based resource-sharing model of WM. In Logie, R., Camos, V., Cowan, N. (Eds), Working memory: State of the science (pp. 85–115). Oxford University Press.Google Scholar
Chomsky, N. (1956). Three models for the description of language. Institute of Radio Engineers Transactions on Information Theory, 2(3), 113–124.CrossRefGoogle Scholar
Conway, A., Jarrold, C., Kane, M., Miyake, A., & Towse, J. (Eds.) (2007). Variation in working memory. Oxford University Press.Google Scholar
Cowan, N. (1988). Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information-processing system. Psychological Bulletin, 104(2), 163.Google Scholar
Cowan, N. (1999). An embedded-processes model of working memory. Models of working memory: Mechanisms of active maintenance and executive control, 20, 506.Google Scholar
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behaviour and Brain Sciences, 24, 87–185.Google Scholar
Ericsson, K., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211–245.Google Scholar
Gathercole, S., & Baddeley, A. (1993). Working memory and language. Lawrence Erlbaum Associates.Google Scholar
Hawkins, J. (2014). Cross-linguistic variation and efficiency. Oxford University Press.Google Scholar
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217.Google Scholar
Logie, R., Camos, V., & Cowan, N. (Eds.). (2021). Working memory: State of the science. Oxford University Press.Google Scholar
Novick, J., Bunting, M., Dougherty, M., & Engle, R. (2019). Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. Oxford University Press.Google Scholar
Miller, G. (1956). The magical number of seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (3), 81–97.Google Scholar
Miller, G., Galanter, E., & Pribram, K. H. (1960). Plans and the structure of behavior. Holt.Google Scholar
Miyake, A. and Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge University Press.Google Scholar
Pickering, S. (2006). WM in dyslexia. In Alloway, T. & Gathercole, S. (Eds.), Working memory and neurodevelopmental disorders (pp. 7–40). Psychology Press.Google Scholar
Rönnberg, J. (2003). Cognition in the hearing impaired and deaf as a bridge between signal and dialogue: A framework and a model. International Journal of Audiology, 42 (Suppl 1), S68–S76.Google Scholar
Schwieter, J. W., & Benati, A. (2019). the cambridge handbook of language learning. Cambridge University Press.Google Scholar
Thiessen, E. D., & Erickson, L. C. (2013). Beyond word segmentation: A two-process account of statistical learning. Current Directions in Psychological Science, 22, 239–243.Google Scholar
Truscott, J., & Sharwood Smith, M. (2004). Acquisition by processing: A modular approach to language development. Bilingualism: Language and Cognition, 7, 1–20.Google Scholar
Wen, Z. (2016). Working memory and second language learning: Towards an integrated approach. Multilingual Matters.Google Scholar
Wen, Z. (2019). Working memory as language aptitude: The Phonological/Executive Model. In Wen, Z., Skehan, P., Biedron, A., Li, S., & Sparks, R. (Eds.), Language aptitude: Advancing theory, testing, research and practice (pp. 189–214). New York, NY: Routledge.Google Scholar
Wen, Z., Juffs, A., & Winke, P. (2021). Measuring working memory. In Winke, P. & Brunfaut, T. (Eds.), The Routledge handbook of second language acquisition and testing (pp. 167–176). Routledge.Google Scholar
Wen, Z., Mota, M. & McNeill, M. (2015). Working memory in second language acquisition and processing. Multilingual Matters.Google Scholar
Yngve, Victor. (1960). A model and a hypothesis for language structure. Proceedings of the American Philosophical Society 104, 444–466.Google Scholar