Verbal Working Memory

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

There is reliable and dependable proof for first-letter access, there is only weak confirmation for syllable access. In both experiments, syllable figures did not contrast across confidence levels and a higher coincidence at confidence levels in the research. (Brown and Burrows, 2013). A Mnemonic is utilized to recollect, and it could be a phrase, a short song, or something easily recalled, and it can assist the individual in finding something that is difficult to remember. For instance, we may use a phrase like PEMDAS, which means, Please Excuse My Dear Aunt Sally". It stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction".

A person who does not have a fluency of the language tends to slow down their rate of speech when signing at the same time. This allows the child to follow along easier, have a better chance of “imitating” the way their parent or guardian speaks, and gives them additional time to allow for “motoric transitions between words”. Utilizing signs during therapy also serves as visual cues which will help the individuals. When signs are consistently paired with a verbal sound or word, it can become a cue that will trigger the child and help them produce the correct sound or word. Though using signs as cues might lessen overtime, if the individual is struggling at any point with a certain sound or word, using a cue will again help them (Gretz, 2013).

Farrah has able to identify 186/220, or 85%, of basic sight words and 103/143, or 72%, of basic sight word phrases. Continually, Farrah attended to initial consonants making visually similar miscues, such as “one” for “on,” “gave” for “give,” and “these” for “those.” In addition, Farrah consistently substituted short vowel sounds for long vowel sounds, such as “cam” for “came,” “want” for “wait,” and “bring” for “bright.” . Farrah made similar miscues during the basic sight word phrase assessment, such as “can” for “came,” “use” for “us” and “cute” for “cut.” Both the reliance on initial consonants and the inconsistency of middle vowel sounds suggest that Farrah is unfamiliar with long vowel patterns

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

A human being’s capacity to articulate and deduce arbitrary sounds and symbols into something of which conveys meaning, may indeed be one of the most remarkable characteristics of brain. Research presented in Flinker et al., (2015) infer that there are two areas of the brain that are imperative for both the understanding and production of both verbal and written communication. Broca’s area, located in the left frontal lobe of the brain is primarily responsible for the production of speech, that is, the movements required to produce fluent speech and language (Flinker et al., 2015). The second region of the brain associated with language is known as Wernicke’s area, of which is located on the border between

How does the phonological loop operate in normal functioning? What happens with people that have working memory impairment?

Therefore, an educator needs to know the areas to focus that will produce the best results and help the student learn. Results from various studies have shown that besides intelligence the ability to sequence, analyze, and remember sounds are the biggest contributors to reading achievement (Smith, 2003). In view of these finding it is important to isolate the fields within this area that will have the greatest impact and help direct the learning strategies. A study along these lines was conducted by Melby-Lervåg, Lyster, & Hulme. Melby-Lervåg, Lyster, & Hulme (2012) conducted a meta-analytic study to study the relationship between phonological skills and student’s reading abilities. Under phonological skills mainly three factors were considered. They are verbal short-term memory, phonemic awareness, and rime awareness. The authors compared children with dyslexia with the same age and reading level control group of children to measure the affect and strength of correlation between verbal short memory, rime awareness and phonemic awareness on a child’s word reading abilities.

(2015), the focus of the research expands on previous findings that there is a modulatory role of primary language in learning to read a secondary language. The phonological aspect is of particular concern as the researchers distinguish between addressed and assembled phonologies. Known as the dual-route model of word learning, assembled phonology (i.e. grapheme-to-phoneme mapping) is typically utilized to read unfamiliar words whereas addressed phonology makes use of the relationship between the visual appearance of words and their sounds, and is consequently employed for familiar word reading. Due to the differences in orthography between English and Chinese, it is unsurprising that alphabetic languages emphasize assembled phonology while logographic languages, without letter-phoneme mappings, rely on addressed phonology. As found in Cao, Brennan, & Booth (2015), existing research indicates that cognitive and neural mechanisms can be shaped by native language. In Mei et al. (2015), the assimilation-accomodation hypothesis essentially posits that these influentially developed neural mechanisms will inevitably affect the processing of a second language. The present study adopted a Korean artificial language training paradigm in order to examine the potential differences hypothesized to exist between native English speakers and native Chinese speakers. The recruits consisted of 42 native Chinese speakers and 43 native English speakers, neither of which had prior experience with the Korean language. Within both samples, participants were divided in terms of the type of training (i.e. addressed phonology vs assembled phonology). A total of 120 artificial language words were used. They were divided into two groups of stimuli in which some were trained words and others were not trained words (in order to detect the transfer of learning). Participants were asked to read each presented word with haste and precision in mind. Data was collected through an

This experiment was performed to ask whether value associations could facilitate visual working memory (WM), and whether such effects would be force dependent. Basically they are trying to determine if associations through two different things, can be objects or something like a color or a sound, has a direct or indirect correlation with visual working memory. Their experiment was specifically designed to isolate value-based effects on WM from value based effects on selective attention that might be expected to bias or favorite encoding. The experimenters of this experiment believe learning allows the value of motivationally important events to become associated with stimuli that predict those events. Meaning, that learning is achieved through some type of motivational force that was associated with a stimulus to predict the reasoning behind certain events.

The purpose of this article is to find out if there is any correlation or causation effect between playing competitive sports and the development of Working Memory (WM). In order to achieve the purpose of this research, researchers studied various types of students and categorized them according to the sports they play, or not play. Researchers measure the Working Memory Capacity (WMC) of subjects using a software called Automated Operation Span (AOSPAN), which has been proven to be a good measure of WMC.

Further evidence for the existence of the phonological loop comes from Conrads and Hulls (1975 in Passer, 2009) experiment in which they examined the effect of phonological similarity. They found that serial recall in a list of similar sounding words tended to yield poorer results with participants finding it difficult to remember compared to words that sounded different. It has also been found that recall in semantically similar words tended to have little or no effect, supporting the idea that verbal information is transferred in a phonological manner in working memory. In addition, Vallar and Papagno (1995 in Smith, 2007) found that the phonological store in brain damaged patients were dysfunctional.

Researchers at Imperial College London found that applying a low voltage current can bring different areas of the brain in sync with one another, enabling people to perform better on tasks involving working memory.

For decades, Deaf student’s reading levels have been consistently lower than their hearing peers, despite multiple interventions being implemented to target this issue. Over the years Deaf education has adopted teaching methods and signing systems to improve the reading levels of Deaf students. However, no improvements have been identified despite the efforts put forth. So far, research has not been able to pinpoint a cause for why the average Deaf student’s results are lower than his hearing counterparts. It seems that researchers have concluded that Deaf people’s reading levels hit a glass ceiling around the fourth-grade level; believing that they will be stuck for life. This has been a belief in the Deaf education system for many years,

It is thought that it is impossible to learn a language solely through print because you need the social interaction to really learn a language (Hoffmeister & Caldwell-Harris 2014). While it makes it more difficult, there are many deaf individuals who have learned English through print. The authors present a three stage model that shows how it is possible for them to learn through print. This model will be more efficient if the child has already established a native language. The first step deals with presenting the print form of simple ASL signs and phrases. Once established with simple mapping they will move onto more complex phrases. Stage two deals with just becoming more familiar with the language. Parents and teachers help with difficult grammar and polysemy concepts. In stage three learners understand that English and ASL are separate languages and can’t always be directly transferred. During this stage reading more will help them to improve their skills. The authors conclude that although it isn’t an easy process, deaf children who have already established ASL can learn English through print with an established plan in place (Hoffmeister & Caldwell-Harris