Working Memory Model and Language Learning (original) (raw)
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Working memory (WM) can be thought of as the limited memory capacity that allows us to hold a very small amount of information (e.g., the sev eral digits of our telephone numbers) in our mind and to simultaneously manipulate this information for completing some cognitive tasks in our daily life (Baddeley, 1986; Cowan, 1988). Since the inception of the sem inal WM model by the British psychologists Baddeley and Hitch (1974), the concept has received considerable enthusiasm from multiple subfields of cognitive sciences, spanning from such disciplines as psychology, linguis tics, neuroscience, biology, and computer science, to anthropology and philosophy (Miller, 2003; Carruthers, 2013; 2015). Concerted efforts are being poured in continuously from diverse research camps, which sub sequently give rise to the propagation of a dozen theoretical models of WM (Miyake & Shah, 1999), notwithstanding lingering debates and con troversies over the nature and structure of this key construct of human cognition (e.g., Baddeley, 2012; 2017; Cowan, 2014; 2017). Amid these waves of research endeavours, a noticeable movement has recently gained increasing credence, particularly among researchers who are more concerned with the applications of the WM concept in more practical areas of human cognition. One emerging trend is the attempt to integrate and incorporate multiple perspectives of WM models in cogni tive science towards a more reconciled and comprehensive understand ing of the nature, structure, and functions of WM, so as to interpret its important implications for such specific areas as cognitive development and academic learning (Dehn, 2008). For example, Fenesi et al. (2015) have recently integrated three currently dominant models of WM in cognitive psychology, namely, Baddeley's (
WORKING MEMORY (WM) generally refers to our human capacity to temporarily maintain and manipulate a limited amount of information (e.g. 7±2 in Miller 1956; or 4±1 in Cowan 2001) in our immediate consciousness for accomplishing higher-order cognitive tasks. Despite theoretical debates and controversies haunting the concept of WM since its inception in Baddeley & Hitch’s (1974) seminal model, most cognitive psychologists would agree to conceptualize it as a multiple-component system comprising domain-specific storage mechanisms and domain-general executive functions (Miyake & Shah 1999; Conway et al. 2007; Williams 2012). This fractionated view on the construct manifests itself clearly in strands of WM-language research where subsequently two contrasting paradigms have emerged (Wen 2012).
Working memory and language: An overview of key topics
2021
Given these obvious gaps in the research literature, we thus set out to compile this comprehensive handbook, with the goal in mind to fill up all these lacunae from previous research. Furthermore, we also aim for theoretical ingenuity and empirical robustness in our individual chapter reviews and devote independent sections to key areas of foundational theories, including working memory models and measures in cognitive psychology, as well as incorporating working memory within well-established linguistic theories and processing frameworks. As far as we know, much of these have not been done before. As such, we are hoping that the comprehensive coverage of key topics in all these essential areas in our handbook will benefit researchers and students not just from psychology and linguistics, but also readers from all other related fields of cognitive sciences to draw insights and inspirations from the chapters herein.
Working memory and second language learning
International Journal of Applied Linguistics, 2012
This book introduces a principled approach to incorporating the construct of working memory (WM) into second language acquisition (SLA) research. Towards that end, I argue for an integrated framework of WM for SLA that draws on insights from established WM research in cognitive psychology as well as initial findings from SLA studies looking into the effects of WM. Within the framework, I also propose a set of general principles that serve as a basis for further studies probing the WM-SLA nexus. Applying some tenets from this framework, I report on an empirical study investigating the differential effects of WM constructs on L2 task-based speech planning and performance, culminating in forged links bridging WM components and their corresponding L2 speech performance measures. Further implications of this integrated framework of WM for SLA are also discussed in the context of "WM as foreign language aptitude".
The Routledge handbook of second language acquisition and psycholinguistics, 2022
Working memory is a cognitive space for simultaneous information manipulation and storage. In the field of second language acquisition, working memory has been investigated as a key individual difference variable mediating various aspects of the process and outcome of language learning. Despite the voluminous body of research, there has been confusion over its conceptualization, measurement, and mechanism, and the research has yielded disparate, and sometimes contradictory, findings. This chapter seeks to clarify the construct and navigate through the empirical evidence that has been accumulated over the past three decades with a view to extracting meaningful patterns and trends emerging from the research. The chapter starts with a discussion of the nature, scope, and architecture of working memory, followed by an introduction to the various tests that have been used to measure the construct and its components. The chapter proceeds to discuss the research on the role of working memory in second language acquisition including theoretical perspectives and empirical evidence on the associations between working memory and learning outcomes or processes. The chapter ends by identifying areas for future research.
Working memory and second language acquisition: Theory and findings
2016
This article presents a narrative review of research on working memory (WM) in order to offer a foundation for understanding issues in second language acquisition (SLA). In the first section, current psychological views on WM are described in terms of three distinct theoretical models associated with Baddeley, Cowan, and Engle. Based on this, general issues for WM theories are summarized and practical implications for research are stated. In the second section, empirical findings from SLA research on WM in three domains are discussed. These domains include learning conditions, cognitive processes, and linguistic outcomes. The review concludes with some brief reflections on the future of WM research in SLA.
This article reviews research on working memory (WM) and its use in second language (L2) acquisition research. Recent developments in the model and issues surrounding the operationalization of the construct itself are presented, followed by a discussion of various methods of measuring WM. These methods include word and digit span tasks, reading, listening and speaking span tasks. We next outline the role proposed for WM in explaining individual differences in L2 learning processes and outcomes, including sentence processing, reading, speaking, lexical development and general proficiency. Key findings are that WM is not a unitary construct and that its role varies depending on the age of the L2 learners, the task and the linguistic domain. Some tests of WM may in fact be tests of differences in ability to attend to aspects of the L2. Future research will focus on matching tests of WM more closely with linguistic tasks and using more standardized, replicable measures of WM in new areas including writing in non-alphabetic scripts, instructional interventions and cognitive neuropsychology.
This book introduces a principled approach to incorporating the construct of working memory (WM) into second language acquisition (SLA) research. Towards that end, I argue for an integrated framework of WM for SLA that draws on insights from established WM research in cognitive psychology as well as initial findings from SLA studies looking into the effects of WM. Within the framework, I also propose a set of general principles that serve as a basis for further studies probing the WM-SLA nexus. Applying some tenets from this framework, I report on an empirical study investigating the differential effects of WM constructs on L2 task-based speech planning and performance, culminating in forged links bridging WM components and their corresponding L2 speech performance measures. Further implications of this integrated framework of WM for SLA are also discussed in the context of “WM as foreign language aptitude”.
Working memory and language: an overview
Journal of Communication Disorders, 2003
Working memory involves the temporary storage and manipulation of information that is assumed to be necessary for a wide range of complex cognitive activities. In 1974, Baddeley and Hitch proposed that it could be divided into three subsystems, one concerned with verbal and acoustic information, the phonological loop, a second, the visuospatial sketchpad providing its visual equivalent, while both are dependent upon a third attentionally-limited control system, the central executive. A fourth subsystem, the episodic buffer, has recently been proposed. These are described in turn, with particular reference to implications for both the normal processing of language, and its potential disorders. Learning outcomes: The reader will be introduced to the concept of a multi-component working memory. Particular emphasis will be placed on the phonological loop component, and (a) its fractionation into a storage and processing component, (b) the neuropsychological evidence for this distinction, and (c) its implication for both native and second language learning. This will be followed by (d) a brief overview of the visuospatial sketchpad and its possible role in language, culminating in (e) discussion of the higher-level control functions of working memory which include (f) the central executive and its multidimensional storage system, the episodic buffer. An attempt throughout is made to link the model to its role in both normal and disordered language functions. #
Towards an Integrative Framework for Implementing Working Memory in SLA Research WEN Zhi-sheng (Edward), Macao Polytechnic Institute edwardwen@ipm.edu.mo Building on multi-disciplinary insights from cognitive sciences and applied linguistics, the current paper aims to highlight the instrumental effects of two key working memory (WM) systems on various second language acquisition (SLA) domains and skills. In so doing, the paper proposes to incorporate working memory as a central construct of language aptitude (Wen, Biedron & Skehan, 2017). Towards this goal, the paper will first draw on convergent insights from cognitive psychology and neuroscience to depict respectively the nature, structure and functions of phonological WM (PWM) and executive WM (EWM), as well possible interactions between them. Then, major domains of second language learning, processing, and development are further sorted out in alignment with their required cognitive processing demands drawing on PWM and EWM. This step by step process of integrating WM components/functions and SLA domains and skills culminates in the Phonological/Executive (P/E) Model for implementing WM in SLA research (Wen, 2012, 2015, 2016 & 2018). Overall, the P/E model postulates that phonological WM is best conceived as a ‘language learning device’ that underlies the acquisitional and developmental domains of vocabulary/lexis, formulaic sequences/chunks, and morpho-syntactic constructions (grammar); while executive WM is a ‘language processing device (or processor)’ that subserves cognitively demanding processes during L2 comprehension and production, as well as in L2 real-time performance dimensions and interactions. In the final part of the paper, I will outline the theoretical and methodological ramifications of the P/E model and further highlight possible directions for future research into this interdisciplinary enterprise of WM and SLA. 论二语习得与认知科学的跨学科研究熱點与趋势 —— 以工作记忆为视角 Towards an Interdisciplinary Research Agenda for Working Memory and Second Language Acquisition 温植胜博士、副教授 澳门理工学院语言暨翻译学校 【摘要】：本文的目的旨在讨论国内外认知（神经）科学界和二语习得界围绕工作记忆与二语习得所展开的跨学科研究取得的最新成果，并藉此对今后的相关研究做出展望。文章首先梳理和总结认知科学界各分支学科对工作记忆的本质和结构进行的多视角研究，并在此基础上综合（元）分析近年二语习得界探讨工作记忆对二语学习、二语加工以及二语发展三个不同方面产生影响作用的实证研究结果，继而提出工作记忆与二语习得的融合性理论假设与研究框架，即“语音/“执行”模型(Wen, 2016）。文章指出，跨学科的研究将为以“工作记忆作为外语学能”理论的发展提供新的推动力，并结合现有的研究成果对今后的相关研究提出多方面的具体建议。 【演讲者简介】：温植胜博士，香港中文大学应用语言学博士(师从Peter Skehan)，美国密歇根大学"Morley学者"(师从Nick Ellis), 中国英汉语比较研究会心理语言学专业委员会理事, 现为澳门理工学院语言暨翻译高等学校副教授。一直任教于粤港澳多所重点高校本科和研究生课程多年，在国内外重要学术期刊(包括SSCI和CSSCI)发表论文30多篇。曾获语言学界国际顶尖期刊《语言学习》2012年度颁发的“《语言学习》期刊圆桌会议专项研究基金”奖项资助。近年致力于语言习得与认知科学等交叉学科的理论与实践研究，尤其着重有关外语学能与工作记忆方面的相关研究。其英文学术专著（"Working memory and second language learning", 2016）和编著（"Working memory and second language acquisition and processing", 2015）均由英国著名的Multilingual Matters出版。目前正在主编有关“二语任务表现研究”(Researching L2 Task Performance)和“语言学能”(Language Aptitude)的两本编著将分别由John Benjamins和Routledge在2018年出版。 (Tel: (853)8599-6389; Email: edwardwen@ipm.edu.mo)