The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit def...

OBJECTIVE Recent functional neuroimaging studies have provided evidence that human verbal working memory is represented by two complementary neural systems, a left lateralized premotor-parietal network implementing articulatory rehearsal and a presumably phylogenetically older bilateral anterior-prefrontal/inferior-parietal network subserving non-articulatory maintenance of phonological informa...

This study assesses the dissociability of phonological and lexical-semantic short-term memory (STM) in two aphasic patients, B.N. and T.M., and explores the relationship between their STM deficits and their word production impairment. Picture naming performance suggests phonological language production impairment in B.N. and lexical-semantic language production impairment in T.M. On STM tasks, ...

The acquisition of reading and literacy skills in normal-hearing children has been found to be closely related to the development of phonological knowledge and the use of phonological processing skills. Phonological processing is often measured using a nonword repetition task in which a child relies on phonological knowledge and abstract phonological representations in order to decompose, encod...

Phonological encoding is the process by which speakers retrieve phonemic segments for morphemes from memory and use the segments to assemble phonological representations of words to be spoken. When conversing in one language, bilingual speakers have to resist the temptation of encoding word forms using the phonological rules and representations of the other language. We argue that the activatio...

This study tested the segmentation hypothesis of dyslexia by measuring implicit phonological representations in reading-disabled 11- to 13-year-olds. Implicit measures included lexical gating, priming, and syllable similarity tasks designed to reduce metalinguistic demands. Children with dyslexia performed consistently worse than CA and RA controls when more segmental representations were requi...

This study examined two possible sources of individual differences in crosslanguage speech perception, the capacity to phonologically encode speech and short-term memory span. Phonological coding was defined as the ability to encode non-native contrasts as distinct phonemes based on representations in long-term memory. Short-term memory was defined as a fixed capacity regulating the extent of e...

The current study investigated contradictory findings from recent experimental and meta-analytic studies concerning working memory deficits in ADHD. Working memory refers to the cognitive ability to temporarily store and mentally manipulate limited amounts of information for use in guiding behavior. Phonological (verbal) and visuospatial (nonverbal) working memory were assessed across four memo...

Phonological similarity effects were used to assess the role of acoustic coding in verbal complex span, a processing-plus-storage measure found to correlate significantly with aspects of complex cognition. Three experiments demonstrated consistent effects of phonological similarity on listening span. These effects appeared relatively insensitive to manipulations of task materials (Experiment 1)...

Phonological awareness is critical for learning to read in alphabetic languages like English. This report summarizes normal development of phonological awareness as it has been revealed through recent multidisciplinary and cross-cultural research. We argue that a consensus on the definition of phonological awareness has emerged, that research has identified a general sequence of phonological aw...