摘要
Recent research has suggested that the creation of temporary bound representations of information from different sources within working memory uniquely relates to word recognition abilities in school-age children. However, it is unclear to what extent this link is attributable specifically to the binding ability for cross-modal information. This study examined the performance of Grade 3 (8–9 years old) children on binding tasks requiring either temporary association formation of two visual items (i.e., within-modal binding) or pairs of visually presented abstract shapes and auditorily presented nonwords (i.e., cross-modal binding). Children’s word recognition skills were related to performance on the cross-modal binding task but not on the within-modal binding task. Further regression models showed that cross-modal binding memory was a significant predictor of word recognition when memory for its constituent elements, general abilities, and crucially, within-modal binding memory were taken into account. These findings may suggest a specific link between the ability to bind information across modalities within working memory and word recognition skills.
原文 | 英語 |
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頁(從 - 到) | 514-523 |
頁數 | 10 |
期刊 | Memory |
卷 | 26 |
發行號 | 4 |
DOIs | |
出版狀態 | 已發佈 - 2018 4月 21 |
ASJC Scopus subject areas
- 藝術與人文(雜項)
- 一般心理學