PHONOLOGICAL MEMORY AND VOCABULARY DEVELOPMENT DURING THE EARLY SCHOOL YEARS - A LONGITUDINAL-STUDY

被引：477

作者：

GATHERCOLE, SE ^{[1
]}

WILLIS, CS ^{[1
]}

EMSLIE, H ^{[1
]}

BADDELEY, AD ^{[1
]}

机构：

[1] MRC,APPL PSYCHOL UNIT,CAMBRIDGE,ENGLAND

来源：

DEVELOPMENTAL PSYCHOLOGY | 1992年 / 28卷 / 05期

关键词：

D O I：

10.1037//0012-1649.28.5.887

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 years), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory and vocabulary development before and after 5 years of age. Between 4 and 5 years, phonological memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonological memory on vocabulary development subsiding to a nonsignificant level.

引用

页码：887 / 898

页数：12

共 39 条

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