Errors in nonword repetition: bridging short- and long-term memory

dc.contributor.authorSantos, Flávia Heloísa dos [UNESP]
dc.contributor.authorBueno, O.F.A.
dc.contributor.authorGathercole, S.E.
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.contributor.institutionUniversity of Durham
dc.date.accessioned2014-05-20T15:11:34Z
dc.date.available2014-05-20T15:11:34Z
dc.date.issued2006-03-01
dc.description.abstractAccording to the working memory model, the phonological loop is the component of working memory specialized in processing and manipulating limited amounts of speech-based information. The Children's Test of Nonword Repetition (CNRep) is a suitable measure of phonological short-term memory for English-speaking children, which was validated by the Brazilian Children's Test of Pseudoword Repetition (BCPR) as a Portuguese-language version. The objectives of the present study were: i) to investigate developmental aspects of the phonological memory processing by error analysis in the nonword repetition task, and ii) to examine phoneme (substitution, omission and addition) and order (migration) errors made in the BCPR by 180 normal Brazilian children of both sexes aged 4-10, from preschool to 4th grade. The dominant error was substitution [F(3,525) = 180.47; P < 0.0001]. The performance was age-related [F(4,175) = 14.53; P < 0.0001]. The length effect, i.e., more errors in long than in short items, was observed [F(3,519) = 108.36; P < 0.0001]. In 5-syllable pseudowords, errors occurred mainly in the middle of the stimuli, before the syllabic stress [F(4,16) = 6.03; P = 0.003]; substitutions appeared more at the end of the stimuli, after the stress [F(12,48) = 2.27; P = 0.02]. In conclusion, the BCPR error analysis supports the idea that phonological loop capacity is relatively constant during development, although school learning increases the efficiency of this system. Moreover, there are indications that long-term memory contributes to holding memory trace. The findings were discussed in terms of distinctiveness, clustering and redintegration hypotheses.en
dc.description.affiliationUniversidade Estadual Paulista Departamento de Psicologia Experimental
dc.description.affiliationUniversidade Federal de São Paulo (UNIFESP) Departamento de Psicobiologia
dc.description.affiliationUniversity of Durham Department of Psychology
dc.description.affiliationUnespUniversidade Estadual Paulista Departamento de Psicologia Experimental
dc.format.extent371-385
dc.identifierhttp://dx.doi.org/10.1590/S0100-879X2006000300008
dc.identifier.citationBrazilian Journal of Medical and Biological Research. Associação Brasileira de Divulgação Científica, v. 39, n. 3, p. 371-385, 2006.
dc.identifier.doi10.1590/S0100-879X2006000300008
dc.identifier.fileS0100-879X2006000300008.pdf
dc.identifier.issn0100-879X
dc.identifier.scieloS0100-879X2006000300008
dc.identifier.urihttp://hdl.handle.net/11449/28080
dc.language.isoeng
dc.publisherAssociação Brasileira de Divulgação Científica (ABRADIC)
dc.relation.ispartofBrazilian Journal of Medical and Biological Research
dc.relation.ispartofjcr1.492
dc.rights.accessRightsAcesso aberto
dc.sourceSciELO
dc.subjectChildrenen
dc.subjectWorking memoryen
dc.subjectPhonological memoryen
dc.subjectNonword repetitionen
dc.subjectLanguage acquisitionen
dc.subjectPhonological loopen
dc.titleErrors in nonword repetition: bridging short- and long-term memoryen
dc.typeArtigo
unesp.campusUniversidade Estadual Paulista (Unesp), Faculdade de Ciências e Letras, Assispt

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