![]() ![]() The word length effect is the poorer recall for lists of long words than lists of short words. Word length and acoustic similarity effects. The phonological loop mechanism accounts for a number of standard findings from tasks involving the short-term storage and recall of verbal information, for example the it stores approximately 2 seconds worth of verbal material. This system is presumed to have a limited capacity which This is hypothesised to be an active rehearsal based process, possibly involving subvocal articulation. Information in the store decays rapidly unless it is recycled, which is the process carried out by the articulatory Text information recoded into a speech based form. ![]() The phonological store can receive information from either the auditory system or from visually presented Subcomponents, a phonological store and an articulatory loop. This loop consists of two related but independent The third which is of primary importanceįor the work described here is the phonological loop which is specialised for the storage of verbal information. The second is the visuo-spatial sketch pad which stores visual and/or spatial information and material. The first of these, the central executive, is basically an attentional system that controls and monitors the operation of the The current version of the `working memory' model ( Baddeley, 1986) proposes three components or subsystems. To be examined in the experiment described. The remainder of this section willīriefly review the working memory model in a developmental context, outline what is known about memory in children with Down syndrome and then derive some implications That might account for these deficits could provide a clue to either remediation or alternative teaching and learning strategies. If there is a close relationship between short-term memory functioning and performance on everyday cognitive tasks then identification of the underlying processes In comparison to typically developing and mental age matched peers ( Mackenzie and Hulme, 1987). The subject of this paper is to apply the `working memory' model to memoryĭata obtained from a group of children with Down syndrome, the important aspect being that this is a subject population known to have poor short-term memory performance Theoretical account, but also provides a test of the theoretical generality of the model. This strategy of applying the model to a wider set of memory phenomena and different subject populations not only allows the other areas a potentially powerful (1989), found that phonological memory skills in four and five year olds were directly related to vocabulary learning.įurthermore, the model has been used to describe the development of short-term memory functioning ( Hitch and Halliday, 1983). More critically for the concerns of this paper, the model has also been used to explain variation in everyday cognitive activities. This three component model, comprising a central executive, phonological loop and visuo-spatial sketch pad has been found to account for a wide variety ofĮxperimental findings in normal individuals and clinical populations ( Baddeley, 1986). One of the more popular is the `working memory' model developed The effort to explain the workings of short-term memory has led to a number of theoretical models. (1995) Working memory in children with Down syndrome.ĭown Syndrome Research and Practice, 3(1), 3-8. The results areĭiscussed in terms of working memory operation and the implications for memory remediation strategies in children with Down syndrome.īroadley, I, MacDonald, J, and Buckley, S. In addition to thisĮvidence for speech based storage in short-term memory there was also evidence of the children utilising visual information in the serial recall tasks. ![]() These effects were found in both the auditory and visual presentation conditions and for the youngest age group. To expectation the children's performance showed significant effects of word length and acoustic similarity, which are normally taken to indicate phonological The serial recall tasks involved pictures of common objects or the spoken names of these objects and theĬhildren had to recall lists which varied on a number of parameters, including word length and the acoustic similarity of the object names. Standardised digit span tasks and a rhyme judgement task. ![]() Irene Broadley, John MacDonald, and Sue BuckleyĪ group of 4 to 18 year old children with Down syndrome (N=62) was presented with a set of working memory tasks, including auditory and visual serial recall of words Working memory in children with Down syndrome ![]()
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