• Phonetics and Speech Sciences
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• v.3 no.4
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• pp.95-102
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• 2011

The purpose of this study was to identify the characteristics of the phonological discrimination ability and phonological working memory of 10 typically developing children aged 4, and 10 other children with Specific Language Impairments whose language age is similar. In orders to compare their phonological discrimination ability among phonological awareness, discrimination tasks were conducted at the syllable and phoneme levels. Also, in order to compare their phonological working memory, the subjects repeated nonsense syllables. The research results may be summarized as follows: First, the children with Specific Language Impairments demonstrated a lower performance than the typically developing children in phonological discrimination ability at both syllable and phoneme levels, and the difference between the groups was statistically significant. Second, the children with Specific Language Impairments exhibited a lower phonological working memory performance in all syllables compared with normal children. Although there was no significant difference in 2 and 3 syllables, a significant difference appeared as the length of the syllables became longer from 4 to 6 syllables. It is deemed necessary to conduct research into qualitative and quantitative differences through an formal assessment of the phonological awareness and phonological working memory of children with Specific Language Impairments.

• Korean Journal of Cognitive Science
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• v.23 no.4
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• pp.425-455
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• 2012

Multi-dimensional verbal short-term memory mechanisms are largely divided into the phonological channel and the lexical-semantic channel. The former is called phonological short-term memory and the latter is called semantic short-term memory. Phonological short-term memory is further segmented into the phonological input buffer and the phonological output buffer. In this study, the language performance of each of three patients with similar levels of conduction aphasia was analyzed in terms of multi-dimensional verbal short-term memory. To this end, three patients with conduction aphasia were instructed to perform four different aspects of language tasks that are spontaneous speaking, repetition, spontaneous writing, and dictation in both word and sentence level. Moreover, the patients' phonological memories and semantic short-term memories were evaluated using digit span tests and verbal learning tests. As a result, the three subjects exhibited various types of performances and error responses in the four aspects of language tests, and the short-term memory tests also did not produce identical results. The language performance of three patients with conduction aphasia can be explained according to whether the defects occurred in the semantic short-term memory, phonological input buffer and/or phonological output buffer. In this study, the relations between language and multi-dimensional verbal short-term memory were discussed based on the results of language tests and short-term memory tests in patients with conduction aphasia.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5025-5032
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• 2012

The purpose of this study is to compare the working memory and the phonological awareness between Children with multi-cultural families and general families. The research subjects were 15 multi-cultural and 15 general primary school students who were attending 1st-3rd grade in D city. Working memory tested K-TTFC-2 by standardized tool. Phonological awareness abilities was considering the age of the subjects, tested phoneme awareness. Data process was conducted by t -test and frequency test in SPSS program. The results were as follows. First, working memory comparison of both groups showed significant differences. Especially had significant difference in chapter 1, chapter 4. Second, comparison of phonological awareness between both groups showed significant statistic differences. Third, the Phonological awareness comparison of both groups showed that there are differences in sound matching(word medial coda), substituting middle sound in monosyllabic words, phoneme switching. This research result is considered that can be used as the fundamental data for the development of the therapy data considering the working memory and the phonological awareness of children with multi-cultural families.

• MALSORI
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• no.51
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• pp.39-55
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• 2004

Working memory is the term used to refer to the mental workplace in which information can be temporarily stored and manipulated during complex everyday activities such as understanding language. The studies on language and working memory are based on Baddeley's phonological working memory and Daneman and Carpenter's functional working memory. This article reviews two working memory models and the studies on language and working memory based on each model. These are described in the implication of working memory in language development and specific language impairment-evaluation and treatment.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.83-90
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• 2024

This study aimed to explore phonological retrieval and phonological memory skills in second to third graders with dyslexia, poor comprehension, and typical development. The participants included 17 children with dyslexia, 17 children with poor comprehension, and 24 typically developing children. Children with dyslexia scored below 85 on the word decoding test, poor comprehender scored above 90 on the word decoding, and below 85 on the reading comprehension test and typical children scored above 90 on both reading tests. All participants were assessed on rapid automatized naming (RAN) and nonword repetition (NWR). The result indicated that children with dyslexia performed significantly worse on RAN and NWR tasks than other groups. However, there was significant differences between poor comprehender and typically developing children. Furthermore, only RAN were significantly correlated with word decoding and reading comprehension in children with dyslexia. For typically developing children, RAN was correlated with word decoding and reading comprehension, while NWR had a significant correlation with reading comprehension. No correlations were found between these variables for poor comprehender. The finding suggests that children with dyslexia showed difficulties on phonological retrieval and phonological memory, which are essential for reading development while poor comprehender do not have difficulties with phonological processing skills. Phonological processing deficits may underlie word decoding difficulties in dyslexia.

• Phonetics and Speech Sciences
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• v.16 no.3
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• pp.71-78
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• 2024

This study aimed to establish evaluation methods for the speech processing stages of phonological encoding, phonological short-term memory, and articulation transcoding from a psycholinguistic perspective. A meta-analysis of 21 studies published between 2000 and 2024, involving 1,442 participants, was conducted. Participants were divided into six groups: general, dyslexia, speech sound disorder, language delay, apraxia+aphasia, and childhood apraxia of speech. The analysis revealed effect sizes of g=.46 for phonological encoding errors, g=.57 for phonological short-term memory errors, and g=.63 for articulation transition errors. These results suggest that substitution errors, order and repetition errors, and phoneme addition and voicing substitution errors are key indicators for assessing these abilities. This study contributes to a comprehensive understanding of speech and language disorders by providing a methodological framework for evaluating speech processing stages and a detailed analysis of error characteristics. Future research should involve non-word repetition tasks across various speech and language disorder groups to further validate these methods, offering valuable data for the assessment and treatment of these disorders.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.73-95
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• 2007

Causal relationships of kindergarteners' phonological awareness and processing to their ability to read words was investigated with the participation of 289 4- to 6-year-old children attending three kindergartens in Busan. Results showed gradual growth in reading ability with age. Children performed best in reading words and poorest in reading low frequency letters. They showed continuous development in skills of syllable deletion, phoneme substitution, phoneme insertion, phonological memory and naming. Discontinuous development was found in counting syllables. Longer syllables were difficult to count, and middle syllables of 3 syllable words were hard to delete. Children had poor perception of final consonants of Consonant-Vowel-Consonant syllables. Children's phonological awareness and processing were latent variables strongly related to ability to read words written in Hangul.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.99-106
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• 2014

The first purpose of the present study is to investigate the way of displaying English words to facilitate phonological loops on the digital screen, and the second purpose is to test whether or not the more effective display type can increase learning rates equally in both low and high foreign language motivation group. To achieve these aims, two experiments were conducted. Experiment 1 showed that 3 times display condition generated higher performances in recall and recognition test than 1 time display condition did. In Experiment 2, we recruited high motivated group and low motivated group in foreign language learning, and assigned each member into 3 times display condition and self-pace condition. The results of Experiment 2 showed that the performance in the low motivated group was higher in the self-pace condition than in 3 times display condition, while this difference was not found in high motivated group. The present results suggest the display type increasing usage of phonological loops in digital screen environments.

• Korean Journal of Cognitive Science
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• v.22 no.2
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• pp.193-215
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• 2011

The purpose of this study was to examine the working memory that is related with reading. For this purpose, the third and fourth grade children with reading difficulty were compared with normal children. The gender comparison and the correlations among the three components of working memory were also examined. The results indicated that the reading difficulty group were outperformed by the normal group in every test. Gender difference was found only in visuospatial capacity. There was an interaction between reading and gender in the memory of dynamic mazes. In the whole group, every correlation among all components was significant. When the correlations were examined separately in each group, however, only one correlation was significant in both groups. When the influence of the central executive was controlled, the interrelationship between phonological working memory and visuospatial working memory was mitigated. This study suggests that when teaching children with reading difficulty instructional material should be succinct and visuospatial information needs to be used for boys if possible.

• Journal of Families and Better Life
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• v.26 no.4
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• pp.41-54
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• 2008

The purpose of this study was to investigate predictors concerning preschoolers' ability to read words, in terms of their sub-skills of alphabet knowledge, phonological awareness, and phonological processing. Fourteen literacy sub-tests and three types of reading tasks were administered to 289 kindergartners aged 4 to 6 in Busan. The main results are as follows. Sub-skills that predicted reading ability varied with children's age. Irrespective of children's age groups, knowledge of consonant names and digit naming speed commonly explained the reading of real words. In contrast, skills of syllable deletion and phoneme substitution and knowledge of alphabet composition principles were related to only 4-year-olds' reading skills. Exclusively included was digit memory in predicting 5-year-olds' reading abilities, and knowledge of vowel sounds in 6-year-olds' reading skills. The type of reading task also influenced reading ability. A few common variables such as knowledge of consonant names and vowel sounds, digit naming speed, and phoneme substitution skill explained all types of word reading. Syllable counting skills, however, had predictive value only for the reading of real words. Phoneme insertion skills and digit memory had predictive value for the reading of pseudo words and low frequency letters. Likewise, knowledge of consonant sounds and vowel stroke-adding principles were significant only for the reading of low frequency letters.