ArticleJournal of speech, language, and hearing research : JSLHR2022
Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ.
Article in Journal of speech, language, and hearing research : JSLHR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2022Trial
- Auditory and executive determinants of phonetic processing and lexical acquisition in older adults with mild hearing impairment and cognitive decline.GeroScience · 2026Article
- Influence of Child-Level Factors and Lexical Characteristics on Vocabulary Knowledge of Children With Cochlear Implants and Hearing Aids.Developmental science · 2025Article
- Working Memory Structure in Young Spanish-English Bilingual Children.Bilingualism (Cambridge, England) · 2025Article
- Word Learning in Bilingual Children at Risk for Developmental Language Disorder.American journal of speech-language pathology · 2024Article
- Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.Journal of child language · 2024Article
- The Relation Between Attention and Memory.Annual review of psychology · 2024Review
- Neural Mechanisms of Learning and Consolidation of Morphologically Derived Words in a Novel Language: Evidence From Hebrew Speakers.Neurobiology of language (Cambridge, Mass.) · 2024Article
- Disentangling Processing and Storage Accounts of Working Memory Development in Childhood.Developmental review : DR · 2023Article
- The P300 event related potential predicts phonological working memory skills in school-aged children.Frontiers in psychology · 2022Article
- Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words.Infant and child developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
purposeThe purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ.
methodOne hundred sixty-seven English-speaking second graders (7- to 8-year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations.
resultsA structural equation model with expressive vocabulary, nonverbal IQ, and three working memory factors predicting two word learning factors fit the data well. When working memory factors were entered as predictors after expressive vocabulary and nonverbal IQ, they explained 45% of the variance in the phonological word learning factor and 17% of the variance in the semantic word learning factor. Thus, working memory explained a significant amount of word learning variance over and above expressive vocabulary and nonverbal IQ.
conclusionResults show that working memory is a significant predictor of dynamic word learning over and above the contributions of expressive vocabulary and nonverbal IQ, suggesting that a comprehensive working memory assessment has the potential to identify sources of word learning difficulties and to tailor word learning interventions to a child's working memory strengths and weaknesses. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.19125911.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.