Nonword repetition and word learning: The nature of the relationship

  title={Nonword repetition and word learning: The nature of the relationship},
  author={Susan E. Gathercole},
  journal={Applied Psycholinguistics},
  pages={513 - 543}
  • S. Gathercole
  • Published 27 September 2006
  • Linguistics, Psychology
  • Applied Psycholinguistics
This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word… 

Commentary on Keynote

  • S. Gray
  • Psychology, Linguistics
    Applied Psycholinguistics
  • 2006
Our understanding the relationship between verbal short-term memory as indexed by nonword repetition and word learning must now incorporate myriad factors that were not as apparent 17 years ago when

Nonword Repetition and Word Learning in Children with Specific Language Impairment

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The role of phonological storage deficits in specific language impairment: A reconsideration

In her Keynote Article, Gathercole (2006) presents a theoretical framework intended to account for evidence regarding the relation between nonword repetition and word learning. This framework stems

Nonword repetition, phonological storage, and multiple determinations

The proposals that (a) nonword repetition and word learning both rely on phonological storage and (b) both are multiply determined are two of the major foci of Gathercole's (2006) Keynote Article,

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The developmental trajectory of nonword repetition

  • S. Chiat
  • Linguistics
    Applied Psycholinguistics
  • 2006
In line with the original presentation of nonword repetition as a measure of phonological short-term memory (Gathercole & Baddeley, 1989), the theoretical account Gathercole (2006) puts forward in

Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds*

NWR accuracy was significantly related to vocabulary percentile and uniquely accounted for a substantial portion of the variance in vocabulary when real word repetition accuracy was held constant, and the findings establish NWR as a valid measure of phonological memory in very young children.

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Phonological memory, or verbal short term working memory, is proposed to be a component of the language learning mechanism used in language acquisition (see Gathercole, 2006). Children with stronger

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The influences of number of syllables and wordlikeness on children’s repetition of nonwords

ABSTRACT It has recently been suggested that the developmental association between nonword repetition performance and vocabulary knowledge reflects the contribution of phonological memory processes

The phonological loop as a language learning device.

It is proposed that the primary purpose for which the phonological loop evolved is to store unfamiliar sound patterns while more permanent memory records are being constructed, and its use in retaining sequences of familiar words is, it is argued, secondary.

Phonological short-term memory and new word learning in children.

The findings suggest that both existing lexical knowledge and phonological short-term memory play significant roles in the long-term learning of the sounds of new words.

The role of phonological memory in vocabulary acquisition: A study of young children learning new names

Correlational studies have suggested that immediate phonological memory, as measured by the capacity to repeat back non-words varying in length, is associated with level of vocabulary in young

Phonological sensitivity and the acquisition of new words in children.

The findings of both studies suggest that phonological sensitivity can support the acquisition of novel words.

The link between phonological memory and vocabulary acquisition

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The Children's Test of Nonword Repetition: a test of phonological working memory.

Findings from the Children's Test of Nonword Repetition are shown to be consistently higher and more specific than those obtained between language skills and another simple verbal task with a significant phonological memory component, auditory digit span.

Nonword Span as a Unique Predictor of Second-Language Vocabulary Learning.

This study attempts to extend the relationship between phonological memory and word acquisition to the experimental learning of second-language vocabulary. Nonword span was used to measure

Non-word repetition in children with language impairment--pitfalls and possibilities.

It was found that unstressed syllables were omitted six times more often in prestressed than in post-stressed positions of the words and non-words, and the most important predictor of non-word repetition skills was output phonology.

A developmental deficit in short-term phonological memory: implications for language and reading.

His span showed clear effects of phonological similarity and word-length, suggesting qualitatively normal functioning of the phonological loop component of working memory, despite a quantitative impairment in level of performance.