Literacy improves short-term serial recall of spoken verbal but not visuospatial items : evidence from illiterate and literate adults
- Author
- Eleonore Smalle (UGent) , Arnaud Szmalec (UGent) , Louisa Bogaerts (UGent) , Mike P.A. Page, Vaishna Narang, Deepshikha Misra, Susana Araújo, Nishant Lohagun, Ouroz Khan, Anuradha Singh, Ramesh K. Mishra and Falk Huettig
- Organization
- Abstract
- It is widely accepted that specific memory processes, such as serial-order memory, are involved in written language development and predictive of reading and spelling abilities. The reverse question, namely whether orthographic abilities also affect serial-order memory, has hardly been investigated. In the current study, we compared 20 illiterate people with a group of 20 literate matched controls on a verbal and a visuospatial version of the Hebb paradigm, measuring both short- and long-term serial-order memory abilities. We observed better short-term serial-recall performance for the literate compared with the illiterate people. This effect was stronger in the verbal than in the visuospatial modality, suggesting that the improved capacity of the literate group is a consequence of learning orthographic skills. The long-term consolidation of ordered information was comparable across groups, for both stimulus modalities. The implications of these findings for current views regarding the bi-directional interactions between memory and written language development are discussed.
- Keywords
- Linguistics and Language, Experimental and Cognitive Psychology, Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics, Written language development, Illiteracy, Hebb repetition learning, Short-term memory, Serial order, WORKING-MEMORY, DEVELOPMENTAL DYSLEXIA, VOCABULARY DEVELOPMENT, LEARNING IMPAIRMENT, NONWORD REPETITION, ORDER, WORD, ACQUISITION, INFORMATION, CHILDREN
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8621688
- MLA
- Smalle, Eleonore, et al. “Literacy Improves Short-Term Serial Recall of Spoken Verbal but Not Visuospatial Items : Evidence from Illiterate and Literate Adults.” COGNITION, vol. 185, 2019, pp. 144–50, doi:10.1016/j.cognition.2019.01.012.
- APA
- Smalle, E., Szmalec, A., Bogaerts, L., Page, M. P. A., Narang, V., Misra, D., … Huettig, F. (2019). Literacy improves short-term serial recall of spoken verbal but not visuospatial items : evidence from illiterate and literate adults. COGNITION, 185, 144–150. https://doi.org/10.1016/j.cognition.2019.01.012
- Chicago author-date
- Smalle, Eleonore, Arnaud Szmalec, Louisa Bogaerts, Mike P.A. Page, Vaishna Narang, Deepshikha Misra, Susana Araújo, et al. 2019. “Literacy Improves Short-Term Serial Recall of Spoken Verbal but Not Visuospatial Items : Evidence from Illiterate and Literate Adults.” COGNITION 185: 144–50. https://doi.org/10.1016/j.cognition.2019.01.012.
- Chicago author-date (all authors)
- Smalle, Eleonore, Arnaud Szmalec, Louisa Bogaerts, Mike P.A. Page, Vaishna Narang, Deepshikha Misra, Susana Araújo, Nishant Lohagun, Ouroz Khan, Anuradha Singh, Ramesh K. Mishra, and Falk Huettig. 2019. “Literacy Improves Short-Term Serial Recall of Spoken Verbal but Not Visuospatial Items : Evidence from Illiterate and Literate Adults.” COGNITION 185: 144–150. doi:10.1016/j.cognition.2019.01.012.
- Vancouver
- 1.Smalle E, Szmalec A, Bogaerts L, Page MPA, Narang V, Misra D, et al. Literacy improves short-term serial recall of spoken verbal but not visuospatial items : evidence from illiterate and literate adults. COGNITION. 2019;185:144–50.
- IEEE
- [1]E. Smalle et al., “Literacy improves short-term serial recall of spoken verbal but not visuospatial items : evidence from illiterate and literate adults,” COGNITION, vol. 185, pp. 144–150, 2019.
@article{8621688,
abstract = {{It is widely accepted that specific memory processes, such as serial-order memory, are involved in written language development and predictive of reading and spelling abilities. The reverse question, namely whether orthographic abilities also affect serial-order memory, has hardly been investigated. In the current study, we compared 20 illiterate people with a group of 20 literate matched controls on a verbal and a visuospatial version of the Hebb paradigm, measuring both short- and long-term serial-order memory abilities. We observed better short-term serial-recall performance for the literate compared with the illiterate people. This effect was stronger in the verbal than in the visuospatial modality, suggesting that the improved capacity of the literate group is a consequence of learning orthographic skills. The long-term consolidation of ordered information was comparable across groups, for both stimulus modalities. The implications of these findings for current views regarding the bi-directional interactions between memory and written language development are discussed.}},
author = {{Smalle, Eleonore and Szmalec, Arnaud and Bogaerts, Louisa and Page, Mike P.A. and Narang, Vaishna and Misra, Deepshikha and Araújo, Susana and Lohagun, Nishant and Khan, Ouroz and Singh, Anuradha and Mishra, Ramesh K. and Huettig, Falk}},
issn = {{0010-0277}},
journal = {{COGNITION}},
keywords = {{Linguistics and Language,Experimental and Cognitive Psychology,Cognitive Neuroscience,Developmental and Educational Psychology,Language and Linguistics,Written language development,Illiteracy,Hebb repetition learning,Short-term memory,Serial order,WORKING-MEMORY,DEVELOPMENTAL DYSLEXIA,VOCABULARY DEVELOPMENT,LEARNING IMPAIRMENT,NONWORD REPETITION,ORDER,WORD,ACQUISITION,INFORMATION,CHILDREN}},
language = {{eng}},
pages = {{144--150}},
title = {{Literacy improves short-term serial recall of spoken verbal but not visuospatial items : evidence from illiterate and literate adults}},
url = {{http://doi.org/10.1016/j.cognition.2019.01.012}},
volume = {{185}},
year = {{2019}},
}
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