Phonological short-term memory and individual differences in learning to speak: A bilingual case study  

Oleh:

Speidel, Gisela E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 13 no. 37 (1993), page 69-91.
Fulltext: First Language 1993 13. 69-91.pdf (1.26MB)

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Perpustakaan PKBB Nomor Panggil: 405/FIL/13 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The language development of two bilingual siblings, who learned to speak at greatly different rates, is briefly described. The child with the delayed onset of speech had difficulty with articulation, syntax, function words and inflections, particularly when speaking in German. Now, as a young teenager, he has no overt speech problem in English, his preferred language, and he does well in school and on standardized achievement tests of language arts and mathematics. Nevertheless, on a storytelling task at age 12;6, he used significantly shorter, less complex sentences than his sister did at the same age. In German, his 'mother tongue' yet less preferred language, he still has major grammatical difficulties. Recent memory tests showed that his early difficulty with immediate verbal repetition is still present. His difficulty is most pronounced on a verbal short-term memory task requiring repetition of unrelated words, whereas on a task where the verbal input can be reproduced nonverbally, his short-term memory is excellent. Findings from diverse disciplines are brought together to account for these differences observed in learning to speak. The proposed explanation is as follows: there is variation among infants in their phonological memory - their ability to store or readily access speech sounds. This variation may have a neurological basis. A weakness in phonological memory may delay learning to speak, thereby increasing the normal gap between speech comprehension and production; it may. cause initial articulatory problems and, in severe cases, continued articulatory difficulties; it may make verbal repetition tasks more difficult, shortening an already limited verbal memory span and impairing verbal imitation; it may thus delay the ability to accumulate a phonological corpus of linguistic patterns from which to acquire the syntactical and grammatical conventions of speech.

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