• 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.

• 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.

• 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.

• Korean Journal of Biological Psychiatry
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• v.16 no.4
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• pp.238-245
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• 2009

Objectives : Mild Alzheimer's disease(AD) is uncertain to be related to visuospatial working memory subsystem dysfunction. We used the self ordered pointing test(SOPT) to find the characteristics of visuospatial working memory in mild AD. Methods : We compared the visuospatial working memory abilities of 20 patients with mild AD and 20 normal elderly controls(NC) using SOPT, of which stimuli consisted of two stimuli types(A : abstract, C : concrete) and two stimuli numbers(8 and 12). Therefore, working memory was tested using C8, C12, A8, and A12 stimuli conditions in SOPT. Mixed-model ANOVA was conducted with the AD and NC groups as between-subjects factor, with stimuli types and stimuli numbers as the within-subjects factors and with SOPT error rates as the dependent variable. Results : The AD group showed higher error rates in SOPT than the NC group. The NC group showed low error rates in concrete stimuli than in abstract stimuli and in small stimuli numbers than in large stimuli numbers. And the AD group showed no differences between stimuli types or stimuli numbers. Conclusion : AD patients showed a poor performance in visuospatial working memory using concrete stimuli. The result suggests that there is a non-transformation from visual input to phonological working memory in AD. Patients with AD showed a poor performance although in small stimuli number condition of SOPT. It suggests that in AD, visuospatial working memory is not working well although in low central executive loads.

• Korean Journal of Radiology
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• v.1 no.1
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• pp.19-24
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• 2000

Objective: In order to investigate the functional brain anatomy associated with verbal and visual working memory, functional magnetic resonance imaging was performed. Materials and Methods: In ten normal right handed subjects, functional MR images were obtained using a 1.5-T MR scanner and the EPI BOLD technique. An item recognition task was used for stimulation, and during the activation period of the verbal working memory task, consonant letters were used. During the activation period of the visual working memory task, symbols or diagrams were employed instead of letters. For the post-processing of images, the SPM program was used, with the threshold of significance set at p < .001. We assessed activated brain areas during the two stimulation tasks and compared the activated regions between the two tasks. Results: The prefrontal cortex and secondary visual cortex were activated bilaterally by both verbal and visual working memory tasks, and the patterns of activated signals were similar in both tasks. The superior parietal cortex was also activated by both tasks, with lateralization to the left in the verbal task, and bilaterally without lateralization in the visual task. The inferior frontal cortex, inferior parietal cortex and temporal gyrus were activated exclusively by the verbal working memory task, predominantly in the left hemisphere. Conclusion: The prefrontal cortex is activated by two stimulation tasks, and this is related to the function of the central executive. The language areas activated by the verbal working memory task may be a function of the phonological loop. Bilateral prefrontal and superior parietal cortices activated by the visual working memory task may be related to the visual maintenance of objects, representing visual working memory.

• 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.

• Educational Technology International
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• v.10 no.2
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• pp.145-166
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• 2009

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley's working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

• Korean Journal of Cognitive Science
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• v.18 no.2
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• pp.159-178
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• 2007

Lee & Kang (2002) showed that simultaneous phonological rehearsal significantly delayed the performance of multiplication but not subtraction, whereas holding an image in the memory delayed subtraction but not multiplication. This result indicated that arithmetic function is related to working memory in a subsystem-specific manner. The aim of the current study was to examine the neural correlates of previous finding using fMRI. For this goal, dual task conditions that required suppression or no suppression were manipulated. In general, several areas were more activated in the interference conditions than in the less interference conditions, although both conditions were dual condition. More important finding is that the specific areas activated in the phonological suppression rendition were right inferior frontal gyrus, left angular, and inferior parietal lobule, while the areas activated in the other condition were mainly in the right superior temporal gyrus and anterior cingulate gyrus. Furthermore, the areas activated in the phonological or visual less suppression condition were right medial frontal gyrus, left middle frontal gyrus, and bilateral medial frontal gyri, anterior cingulate cortices, and parahippocampal gyri, respectively. These results revealed that sharing the processing code invokes interference, and its neural basis.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.2
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• pp.143-149
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• 2024

Objectives: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion: Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.