Phonological Loop Research Articles

Working memory and second language accent acquisition

SummaryWe explored the proposal that overt repetition of verbal information improves the acquisition of a native accent in a second language. Mandarin‐speaking Chinese learners of English were recorded while repeating and reading out English sentences before and after one of three treatments: (a) repeating native English sentences subvocally, “covert repetition,” (b) repeating sentences out loud, “overt repetition,” and (c) unfilled time of comparable duration. The sentences were rated by English speakers for their nativeness, fluency, and intelligibility. Overt repetition improved accent rating for readout sentences. Covert repetition did not. Neither condition improved accent rating for repeated sentences, suggesting that immediate repetition depends on temporary rather than long‐term representations. Our results provide some support for the use of overt repetition in accent learning. From a theoretical perspective, an interpretation is proposed in terms of a separation between phonological and articulatory coding within the phonological loop component of working memory.

Training Working Memory of Children with and without Dyslexia.

For the future school performance of a child in the fields of literacy and numeracy, the operational efficiency of working memory is a central predictor. Children affected by dyslexia exhibit specific deficits in the functions of working memory. A software application for elementary school-age children has been specifically developed for this study, attempting to improve the working memory’s operational efficiency. Based on Baddeley’s model of working memory (1986), the phonological loop, the visuo-spatial sketchpad, and the central executive were trained in 18 sessions over a period of six weeks. The group of test subjects undergoing this training was composed of third-graders, of which 43 were and 27 were not affected by dyslexia. The untrained control group was made up of 41 third-graders with dyslexia and 28 without dyslexia. While the short-term effects of the program could not be proven, the present analyses focus on long-term effects. The results obtained from a pre-test/follow-up design reveal that no long-term increases in performance regarding phonological and central executive working memory could be confirmed. Only the visuo-spatial Corsi block span exhibited a training effect over a period of three months. Additionally, training did not show any long-term effect of performance improvement, not even for a subgroup of children with dyslexia and an especially low working memory performance. Thus, even after this study, the question whether working memory can be trained or not remains partly unanswered but leaves us predominantly pessimistic.

Effects of backpack weight on the performance of basic short-term/working memory tasks during flat-surface standing

This study empirically investigated the effects of backpack weight on the performance of three basic short-term/working memory (STM/WM) tasks during flat-surface standing. Four levels of backpack weight were considered: 0, 15, 25 and 40% of the body weight. The three STM/WM tasks were the Corsi block, digit span and 3-back tasks, corresponding to the visuo-spatial sketchpad, phonological loop and central executive of WM, respectively. Thirty participants conducted the STM/WM tasks while standing with loaded backpack. Major study findings were that (1) increased backpack weight adversely affected the scores of all three STM/WM tasks; and, (2) the adverse effect of backpack weight was less pronounced for the phonological loop STM task than the other STM/WM tasks. The study findings may help understand and predict the impacts of body-worn equipment weight on the worker’s mental task performance for various work activities requiring simultaneous performance of mental and physical tasks.Practitioner summary: The current study empirically examined the effects of backpack weight on the performance of three basic STM/WM tasks. The study findings entail that reduces the weight of body-worn equipment can positively impact the worker’s mental task performance in addition to reducing the worker's bodily stresses.Abbreviations: ACC: anterior cingulate cortex; AP: anterior-posterior; BW: body weight; CoP: centre of pressure; C-S: central executive working memory task and standing; DLPFC: dorsolateral prefrontal cortex; HIP: human information processing; ML: medio-lateral; PMC: premotor cortex; P-S: phonological loop short-term memory task and standing; SMA: supplementary motor area; STM: short-term memory; VLPFC: ventrolateral prefrontal cortex; V-S: visuo-spatial short-term memory task and standing; WM: working memory

Disruption of Cerebellar Prediction in Verbal Working Memory.

Mounting evidence suggests that the right cerebellum contributes to verbal working memory, but the functional role of this contribution remains unclear. In an established theory of motor control, the cerebellum is thought to predict sensory consequences of movements through an internal “forward model.” Here, we hypothesize a similar predictive process can generalize to cerebellar non-motor function, and that the right cerebellum plays a predictive role that is beneficial for rapidly engaging the phonological loop in verbal working memory. To test this hypothesis, double-pulse transcranial magnetic stimulation (TMS) was administered over either the right cerebellum or right occipital lobe (control site), on half the trials, to interrupt the rehearsal of a 6-letter sequence. We found that cerebellar stimulation resulted in greater errors in participants’ report of the letter in the current position. Additional analyses revealed that immediately after cerebellar TMS, participants were more likely to use out of date information to predict the next letter in the sequence. This pattern of errors is consistent with TMS causing a temporary disruption of state estimation and cerebellar forward model function, leading to prediction errors in the phonological loop.

Effects of Working Memory, Strategy Use, and Single-Step Mental Addition on Multi-Step Mental Addition in Chinese Elementary Students.

The aim of this paper was to examine the roles of working memory, single-step mental addition skills, and strategy use in multi-step mental addition in two independent samples of Chinese elementary students through different approaches to manipulate two dimensions of task characteristics (the primary task). In Study 1, we manipulated strategy types through the dimension of schema automaticity (whether intermediate sums were 10s) and the dimension of working memory load (WML, two steps versus four steps). A hierarchical linear model (HLM) analysis was conducted at case level, strategy level, and individual level. In Study 2, we manipulated task characteristics through schema automaticity (one-time versus two-time regrouping) and the WML (partial versus complete decomposition). A three-level HLM analysis was applied. The general findings of Study 1 and Study 2 suggested that shorter response time on single-step mental addition corresponded to shorter response time on multi-step mental addition. The use of strategies (from easier to more difficult strategies) negatively predicted response time on multi-step mental addition. Easier strategy was associated with shorter response time on multi-step mental addition. Better phonological loop was associated with shorter response time on multi-step mental addition. The findings in both studies highlighted the important role of phonological loop in mental addition in Chinese children, suggesting that the involvement of a specific subcomponent of working memory in mental arithmetic might be subject to linguistic, instructional, and contextual factors.

Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration.

In verbal working memory, two processes serve to retain a fading memory trace: subvocal rehearsal and lexical redintegration. While recent studies on students with mild and borderline intellectual disabilities (MBID) have yielded mixed results on rehearsal, redintegration has not been researched in MBID, yet. Furthermore, most studies have used a group-matched design which, due to methodological constraints, can only distinguish between two different development patterns. Thus, we study both rehearsal and redintegration in students with MBID using developmental trajectories that have greater potential for identifying differential developmental patterns than traditional group-matching approaches. We investigate whether three aspects in working memory develop differently in students with MBID in comparison to typically developing students: (a) the general capacity of the phonological loop, and the effectiveness of (b) rehearsal, and (c) redintegration. We use three different developmental indicators to compare trajectories: chronological age, cognitive capacity, and vocabulary size. N = 210 students (87 students with MBID, 123 typically developing students) completed working memory span tasks with short and long (1- vs. 3-syllable) real words and pseudowords. The effect for word length (short vs. long) measures rehearsal, and the lexicality effect (real words vs. pseudowords) measures redintegration. Results show that developmental trajectories reveal an intercept difference but no slowed rate in rehearsal, and no impairment in redintegration. However, concerning the developmental relation between redintegration and vocabulary size, students with MBID reveal a differential pattern as redintegration appears higher for students with small vocabulary size, but unexpectedly decreases as vocabulary size increases. We conclude that students with MBID show a delayed onset in the development of capacity of the phonological loop and rehearsal and that they do not catch up in their development. Redintegration does not seem to be impaired in relation to age and cognitive capacity. However, the differential relation of redintegration with vocabulary size calls for further research. While impaired subvocal rehearsal appears to be connected to the developmental problems of students with MBID, lexical redintegration seems to be intact in relation to chronological age and cognitive capacity, making it a possible area of strength.

Alzheimer's disease patients activate attention networks in a short-term memory task.

Network functioning during cognitive tasks is of major interest in Alzheimer's disease (AD). Cognitive functioning in AD includes variable performance in short-term memory (STM). In most studies, the verbal STM functioning in AD patients has been interpreted within the phonological loop subsystem of Baddeley's working memory model. An alternative account considers that domain-general attentional processes explain the involvement of frontoparietal networks in verbal STM beside the functioning of modality-specific subsystems. In this study, we assessed the functional integrity of the dorsal attention network (involved in task-related attention) and the ventral attention network (involved in stimulus-driven attention) by varying attentional control demands in a STM task. Thirty-five AD patients and twenty controls in the seventies performed an fMRI STM task. Variation in load (five versus two items) allowed the dorsal (DAN) and ventral attention networks (VAN) to be studied. ANOVA revealed that performance decreased with increased load in both groups. AD patients performed slightly worse than controls, but accuracy remained above 70% in all patients. Statistical analysis of fMRI brain images revealed DAN activation for high load in both groups. There was no between-group difference or common activation for low compared to high load conditions. Psychophysiological interaction showed a negative relationship between the DAN and the VAN for high versus low load conditions in patients. In conclusion, the DAN remained activated and connected to the VAN in mild AD patients who succeeded in performing an fMRI verbal STM task. DAN was necessary for the task, but not sufficient to reach normal performance. Slightly lower performance in early AD patients compared to controls might be related to maintained bottom-up attention to distractors, to decrease in executive functions, to impaired phonological processing or to reduced capacity in serial order processing.

Polish Nonword Span (PNWSPAN): A new tool for measuring phonological loop capacity

The phonological loop, which is a component of working memory, is considered to be one of the most significant factors affecting L1 and L2 learning. In order to measure this construct properly, a reliable instrument in the native language of the participants is needed. The purpose of this paper is to present the Polish Nonword Span PNWSPAN , which is a tool constructed to measure verbal working memory, in particular the phonological loop, in the case of adults. The article presents the theoretical framework of the study and the process of construction of the test, namely its structure, scoring and validation procedure.

Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.

Pupillary Measures of the Cognitive Effort in Auditory Novel Word Processing and Short-Term Retention.

The use of the task-evoked pupillary responses (TEPRs) methodology is emerging in the psycholinguistics literature, as a sensitive, reliable and dynamic psychophysiological measure of the cognitive effort produced by various aspects of language processing. This preliminary study aimed to assess the functionality and effectiveness of a TEPRs design for measuring the cognitive effort required for the processing and spontaneous (non-explicitly prompted) short-term retention of novel phonological forms presented auditorily. Twenty-four young adult participants (aged 19–28 years, M = 20.3, SD = 2.13) were auditorily presented with a series of pseudowords differing in their number of syllables and their syllabic complexity. Then, they were asked to produce a response to a delayed pseudoword–color matching task aimed to induce the short-term retention of the novel forms. Results on the size and timing of the TEPRs reveal a significant pupillary activation, starting immediately after the presentation of the auditory stimuli, peaking at 1080 ms and not subsiding significantly during the protracted retention period. Moreover, the differential complexity of the novel words phonology significantly affected pupillary activation. Overall, these preliminary results point to the effectiveness of pupillometry as a technique for capturing the cognitive effort entailed in the short-term maintenance of novel word forms in the phonological loop, a process deemed crucial in the everyday novel word learning process. Results are discussed in view of future research that could establish and extend their implications.

How Prediction Based on Sequence Detection in the Cerebellum Led to the Origins of Stone Tools, Language, and Culture and, Thereby, to the Rise of Homo sapiens.

This article extends Leiner et al.'s watershed position that cerebellar mechanisms played prominent roles in the evolution of the manipulation and refinement of ideas and language. First it is shown how cerebellar mechanism of sequence-detection may lead to the foundational learning of a predictive working memory in the infant. Second, it is argued how this same cerebellar mechanism may have led to the adaptive selection toward the progressively predictive phonological loop in the evolution of working memory of pre-humans. Within these contexts, cerebellar sequence detection is then applied to an analysis of leading anthropologists Stout and Hecht's cerebral cortex-based explanation of the evolution of culture and language through the repetitious rigors of stone-tool knapping. It is argued that Stout and Hecht's focus on the roles of areas of the brain's cerebral cortex is seriously lacking, because it can be readily shown that cerebellar sequence detection importantly (perhaps predominantly) provides more fundamental explanations for the origins of culture and language. It is shown that the cerebellum does this in the following ways: (1) through prediction-enhancing silent speech in working memory, (2) through prediction in observational learning, and (3) through prediction leading to accuracy in stone-tool knapping. It is concluded, in agreement with Leiner et al. that the more recently proposed mechanism of cerebellar sequence-detection has played a prominent role in the evolution of culture, language, and stone-tool technology, the earmarks of Homo sapiens. It is further concluded that through these same mechanisms the cerebellum continues to play a prominent role in the relentless advancement of culture.

Cerebellar contributions to sequence prediction in verbal working memory

Verbal working memory is one of the most studied non-motor functions with robust cerebellar involvement. While the superior cerebellum (lobule VI) has been associated with articulatory control, the inferior cerebellum (lobule VIIIa) has been linked to phonological storage. The present study was aimed to elucidate the differential roles of these regions by investigating whether the cerebellum might contribute to verbal working memory via predictions based on sequence learning/detection. 19 healthy adult subjects completed an fMRI-based Sternberg task which included repeating and novel letter sequences that were phonologically similar or dissimilar. It was hypothesized that learning a repeating sequence of study letters would reduce phonological storage demand and associated right inferior cerebellar activations and that this effect would be modulated by phonological similarity of the study letters. Specifically, while increased phonological storage demand due to high phonological similarity was expected to be reflected in increased right inferior cerebellar activations for similar relative to dissimilar study letters, the reduction in activation for repeating relative to novel sequences was expected to be more profound for phonologically similar than for dissimilar study letters, especially at higher memory load. Results confirmed the typical effects of cognitive load (5 vs. 2 study letters) and phonological similarity in several cerebellar and neocortical brain regions as well as in behavioral data (accuracy and response time). Importantly, activations in superior and inferior cerebellar regions were differentially modulated as a function of similarity and sequence novelty, indicating that particularly lobule VIIIa may contribute to verbal working memory by generating predictions of letter sequences that reduce the likelihood of phonological loop failure before stored items need to be retrieved. The present study is consistent with other investigations that support prediction, which can be based on sequence learning or detection, as an overarching cerebellar function.

A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder.

Children with developmental language disorder (DLD) demonstrate poor oral inferential comprehension. Research investigating the skills that underpin oral inferential comprehension in young children with DLD is necessary in order to better understand and improve inferential comprehension in this population. To profile the language and cognitive skills that contribute to oral inferential comprehension in young children with DLD. Seventy-six children aged 5-6 years with a diagnosis of DLD were assessed on a wide range of language and cognitive measures. Oral inferential comprehension of narrative was the primary outcome measure. Narrative macrostructure and microstructure, literal comprehension, vocabulary, phonological loop, and theory of mind were significant predictors of inferential comprehension in bivariate analyses. However, multivariate regression analysis indicated that only narrative retell macrostructure and theory of mind contributed a significant amount of unique variance to inferential comprehension. This study profiled the skills contributing to oral inferential comprehension in young children with DLD, to support the clinical and theoretical understanding of the ability in this population. The findings have implications for future intervention studies.

鄂伦春族的视空间工作记忆能力优势：生态环境和生产方式的影响

<p id="C2">Working memory refers to a system of temporary holding and manipulation of information during the performance of a range of cognitive tasks, such as comprehension, learning, and reasoning. According to <xref xml:base="bibr" rid="b4">Baddeley (1974)</xref>, the architecture of working memory comprises four separated components, namely, phonological loop, visual-spatial working memory, central executive, and episodic buffer. The visual-spatial working memory is involved in the temporary retention of visual-spatial information. <p id="C101">The Oroqen is one of the oldest ethnic groups in northeast China. Most Oroqens live in the Oroqen Autonomous Banner in the Greater Hinggan Mountains. The area is bestowed with rich resources with a variety of wild animals. For generations, the Oroqens lived a life of hunting and fishing in the forests. They went on hunting expeditions in groups. Researchers explored the ecological environment and mode of production that affected the performance of cognition. The present study aims to explore whether the natural environment, which has formed the Oroqen’s hunting culture and hunting-gathering stage of economic production, affects their visual-spatial working memory. <p id="C102">In Experiment 1, four experiments were conducted to investigate the effect of the ecological environment and mode of production on the visuospatial working memory Oroqens. Oroqen (<italic>n</italic> = 32) and Han (<italic>n</italic> = 30) high school students performed simple storage and complex visual-spatial span tasks. Simple storage tasks were distinguished into three presentation formats: (i) visual, which involved maintaining irregular figures; (ii) spatial-sequential, which involved maintaining sequentially-presented locations; and (iii) spatial-simultaneous, which involved maintaining patterns of locations. The results proved that Oroqens performed significantly better than Hans in all the four visual-spatial working memory tasks. <p id="C103">In Experiment 2, the Corsi block test presented in a computer was employed to investigate whether the structural, quantitative, and path complexity influenced the visual-spatial working memory of Oroqen (<italic>n</italic> = 30) and Han (<italic>n</italic> = 30) students. Results showed that superiority of the Oroqen on visual-spatial working memory still persisted when the memory materials differ in terms of difficulty. <p id="C104">In summary, the ecological environment and mode of production have a significant impact on visual-spatial working memory. The Oroqen people’s ecological environment and traditional mode of production have become a genetic factor that may affect the visual-spatial working memory of their offspring.

Relationship between working memory and comprehension and expression of grammar in Farsi-speaking children with cochlear implants

ObjectivesGrammar is one of the most fundamental components of language and working memory (WM) is one of the most important cognitive features. These two skills play a vital role in learning, literacy and communication. Children with cochlear implants (CIs) experience delays in both of these skills. The aim of this study was to investigate the relationship between these two skills in children with CIs. Subjects and methodsThe sample consisted of 20 Farsi-speaking children with CIs. WM was estimated by forward and backward auditory digit spans (FBS and BDS) from the Persian (Farsi) version of the Wechsler Intelligence Scale for Children, 4th edition. The comprehension of grammar by participants was evaluated using the Persian Syntax Comprehension Test. Grammar expression was assessed using the Photographic Expressive Persian Grammar Test. Pearson's correlation and simple linear regression were used for data analysis. ResultsThe results of linear regression and correlation showed a strong correlation between comprehension of grammar and FDS (r = 0.61; p = 0.004) was obtained, between BDS and comprehension of grammar (r = 0.161; p = 0.080). FDS and expression of grammar (r = 0.163; p = 0.222) showed a positive but insignificant correlation. ConclusionThe results indicate that WM decisively effects grammar. Enhancement of the phonological loop can improve grammar, especially comprehension of grammar. The effect of the central executive in grammar requires further research.

Cognitive Working Memory Training (CWMT) in adolescents suffering from Attention-Deficit/Hyperactivity Disorder (ADHD): A controlled trial taking into account concomitant medication effects.

Although, cognitive working memory training (CWMT) has been reported to enhance working memory functioning in youths with attention-deficit/ hyperactivity disorder (ADHD), few studies take into account the concomitant effects of medication. Sixty adolescents aged from 11 to 15 years were randomly assigned to CWMT treatment, whereas medication was either continued or not introduced (no randomization performed). Results revealed beneficial effects of CWMT on the different components of working memory (WM), namely the phonological loop, the visuospatial sketchpad and the central executive. In particular, CWMT allowed participants to obtain a level of performance similar to the typically-developing adolescents for the phonological loop (i.e., forward digit span) as well as for the visuospatial sketchpad (i.e., board span). For the central executive (i.e., backward digit span) the concomitant effects of CWMT and medication allows participants to obtain the performance level of the typically-developing adolescents. Although, no transfers were observed with respect to other cognitive functions, in medicated patients with ADHD, CWMT reduced hyperactivity / impulsivity symptoms at 2-month follow-up. The present study gives evidence of the efficacy of CWMT to enhance WM performance, as well as, to reduce symptoms. The overall results highlight the usefulness of multimodal interventions.

Does the structure of working memory in EL children vary across age and two language systems?

ABSTRACTThis study examined the cross-sectional structure of working memory (WM) among elementary school English learners (ELs). A battery of WM tasks was administered in Spanish (L1) and English (L2) within five age groups (ages 6, 7, 8, 9, & 10). Confirmatory factor analysis showed a three-factor structure of WM emerged in both L1 and L2 administrations for each age group. The important findings, however, were: (1) the separation between the executive component and storage component (phonological loop) structure of WM increased as a function of age within both language systems, (2) the structure of WM supported a domain general phonological storage component and a domain general executive system across both language systems, and (3) the visual-spatial WM system shared minimal variance with the executive system. Taken together, the findings support Baddeley’s multicomponent model (e.g., Baddeley & Logie, 1999. The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). Cambridge: Cambridge University Press) as a good fit to the structure of WM in EL children’s English and Spanish language system.

Time-based prospective memory in children and adolescents with traumatic brain injury: Impact of working memory demands.

Difficulties with prospective memory are frequently reported following pediatric traumatic brain injury (TBI), but rarely researched. We aimed to (i) investigate time-based prospective memory post-pediatric TBI; (ii) examine whether time-based prospective memory is differentially impacted by the demand placed on working memory; and (iii) explore which components of working memory (viz., central executive, phonological loop, and visuospatial sketchpad) are involved in time-based prospective memory under low and high cognitive load following pediatric TBI. Thirty-nine children and adolescents (20 survivors of moderate-severe TBI and 19 healthy controls) completed (i) a newly developed time-based prospective memory task (TBPMT), embedded in an ongoing lexical-decision task, with two conditions: low and high working memory load; and (ii) tests of working memory components from the Automated Working Memory Assessment. Compared to controls, participants with TBI had significantly lower prospective memory accuracy on the TBPMT across working memory loads (low, high). In contrast, the groups did not differ in time monitoring or accuracy on the ongoing task. In the TBI group, higher scores on tests of the central executive (but not phonological loop or visuospatial sketchpad) were associated with higher prospective memory accuracy and time monitoring (controlling for age). Time-based prospective memory is impaired following moderate-severe pediatric TBI, irrespective of the level of working memory demand. Our findings suggest that children and adolescents with TBI may be at risk of failing to perform future intentions at the right time in daily life, especially for individuals identified as having deficits in central executive functioning. (PsycINFO Database Record

Construction of The Arabic Phonological Short Term Memory Test on Egyptian Children

Background: Phonological short-term memory is a part of working memory, as working memory consists of four components: the central executive, the phonological loop, the visuo-spatial sketchpad and the episodic buffer. Aim of the work: To construct a valid and reliable test for assessment of phonological short-term memory, which can be applied in language child disorders as on specific language impaired children. This might help to clarify more points in their diagnosis and therefore to guide a better management. Subjects and methods: The subjects of the study were 2 groups: The first group consisted of 102 normal children between the ages of 4 to 8 years old, with average number of 25 children in each with 1 year age range. The second group included 31 specific language impaired children that were selected to match the control group as regard age and IQ level. The constructed test items were 17 in number. The test included the following items: digit span, syllable repetition ( for 1,2,3,4 syllables ), non-sense word repetition (NSWR) of (1,2,3 and 4 syllables),dissimilar word set recall (short word set recall of 1 and 2 syllables, long word set recall of 3 and 4 syllables) and lastly similar word set recall (of 1,2,3 and 4 syllables). Results: Reliability of the test was measured by test re-test, alpha Cronbach and split half method. Validity of the test was also measured using internal consistency, contrasted group validity and factorial validity. Conclusion: The constructed test for measuring phonological short-term memory (PSTM) showed high reliability and validity and could be used on Arabic speaking children from 4 years to 8 years of age.

Construction of The Arabic Phonological Short Term Memory Test on Egyptian Children

Background: Phonological short-term memory is a part of working memory, as working memory consists of four components: the central executive, the phonological loop, the visuo-spatial sketchpad and the episodic buffer. Aim of the work: To construct a valid and reliable test for assessment of phonological short-term memory, which can be applied in language child disorders as on specific language impaired children. This might help to clarify more points in their diagnosis and therefore to guide a better management. Subjects and methods: The subjects of the study were 2 groups: The first group consisted of 102 normal children between the ages of 4 to 8 years old, with average number of 25 children in each with 1 year age range. The second group included 31 specific language impaired children that were selected to match the control group as regard age and IQ level. The constructed test items were 17 in number. The test included the following items: digit span, syllable repetition ( for 1,2,3,4 syllables ), non-sense word repetition (NSWR) of (1,2,3 and 4 syllables),dissimilar word set recall (short word set recall of 1 and 2 syllables, long word set recall of 3 and 4 syllables) and lastly similar word set recall (of 1,2,3 and 4 syllables). Results: Reliability of the test was measured by test re-test, alpha Cronbach and split half method. Validity of the test was also measured using internal consistency, contrasted group validity and factorial validity. Conclusion: The constructed test for measuring phonological short-term memory (PSTM) showed high reliability and validity and could be used on Arabic speaking children from 4 years to 8 years of age.