Nonword repetition and word learning: The nature of the relationship

Susan E. Gathercole

doi:10.1017/S0142716406060383

Nonword repetition and word learning: The nature of the relationship

Susan E. Gathercole

Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.

Original language	English
Pages (from-to)	513-543
Number of pages	31
Journal	Applied Psycholinguistics
Volume	27
Issue number	4
DOIs	https://doi.org/10.1017/S0142716406060383
Publication status	Published - Oct 2006

Keywords

SHORT-TERM-MEMORY
READING-DISABLED CHILDREN
IMMEDIATE SERIAL-RECALL
TEST-RETEST RELIABILITY
PROCESSING TREE MODEL
LANGUAGE IMPAIRMENT
PHONOLOGICAL MEMORY
WORKING-MEMORY
FOREIGN-LANGUAGE
VOCABULARY DEVELOPMENT

Access to Document

10.1017/S0142716406060383

http://dx.doi.org/10.1017/S0142716406060383

Cite this

@article{33eba26dea004003ac6068a9c1a8e402,

title = "Nonword repetition and word learning: The nature of the relationship",

abstract = "This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.",

keywords = "SHORT-TERM-MEMORY, READING-DISABLED CHILDREN, IMMEDIATE SERIAL-RECALL, TEST-RETEST RELIABILITY, PROCESSING TREE MODEL, LANGUAGE IMPAIRMENT, PHONOLOGICAL MEMORY, WORKING-MEMORY, FOREIGN-LANGUAGE, VOCABULARY DEVELOPMENT",

author = "Gathercole, {Susan E.}",

year = "2006",

month = oct,

doi = "10.1017/S0142716406060383",

language = "English",

volume = "27",

pages = "513--543",

journal = "Applied Psycholinguistics",

issn = "0142-7164",

publisher = "Cambridge University Press",

number = "4",

}

TY - JOUR

T1 - Nonword repetition and word learning

T2 - The nature of the relationship

AU - Gathercole, Susan E.

PY - 2006/10

Y1 - 2006/10

N2 - This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.

AB - This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.

KW - SHORT-TERM-MEMORY

KW - READING-DISABLED CHILDREN

KW - IMMEDIATE SERIAL-RECALL

KW - TEST-RETEST RELIABILITY

KW - PROCESSING TREE MODEL

KW - LANGUAGE IMPAIRMENT

KW - PHONOLOGICAL MEMORY

KW - WORKING-MEMORY

KW - FOREIGN-LANGUAGE

KW - VOCABULARY DEVELOPMENT

U2 - 10.1017/S0142716406060383

DO - 10.1017/S0142716406060383

M3 - Article

SN - 0142-7164

VL - 27

SP - 513

EP - 543

JO - Applied Psycholinguistics

JF - Applied Psycholinguistics

IS - 4

ER -