Nonword repetition and word learning: The nature of the relationship

@article{Gathercole2006NonwordRA,
  title={Nonword repetition and word learning: The nature of the relationship},
  author={Susan E. Gathercole},
  journal={Applied Psycholinguistics},
  year={2006},
  volume={27},
  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

Children with specific language impairment (SLI) are notorious for inconsistent use of grammatical morphemes, as well as a small vocabulary. This lack of vocabulary is linked to their difficulty in

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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,

The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning

TLDR
Support is provided for a model of lexical acquisition in which phonological knowledge plays an important role by examining the role of working memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing.

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*

TLDR
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.

The Role of Language Experience in Nonword Repetition Tasks in Young Bilingual Spanish-English Speaking Children

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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ABSTRACT In order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to

The Role of Phonological Working Memory in Children with SLI

ABSTRACT This article studies three measures of phonological working memory as tools to identify SLI children: word repetition, nonce word repetition, and digit memory. We propose that a deficit in
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