Cross-modal working memory binding and word recognition skills: how specific is the link?. Issue 4 (21st April 2018)

• Record Type: Journal Article
• Authors: Wang, Shinmin; Allen, Richard J.
• Is Part Of: Memory. Volume 26:Issue 4(2018)
• Page Start: 514
• Page End: 523
• Publication Date: 2018-04-21
• Subjects: Working memory -- cross-modal binding -- episodic buffer -- word acquisition -- Mandarin; Memory -- Periodicals; 153.1205
• DOI: 10.1080/09658211.2017.1380835
• Languages: English
• ISSNs: 0965-8211

Abstract

ABSTRACT: Recent research has suggested that the creation of temporary bound representations of information from different sources within working memory uniquely relates to word recognition abilities in school-age children. However, it is unclear to what extent this link is attributable specifically to the binding ability for cross-modal information. This study examined the performance of Grade 3 (8–9 years old) children on binding tasks requiring either temporary association formation of two visual items (i.e., within-modal binding) or pairs of visually presented abstract shapes and auditorily presented nonwords (i.e., cross-modal binding). Children's word recognition skills were related to performance on the cross-modal binding task but not on the within-modal binding task. Further regression models showed that cross-modal binding memory was a significant predictor of word recognition when memory for its constituent elements, general abilities, and crucially, within-modal binding memory were taken into account. These findings may suggest a specific link between the ability to bind information across modalities within working memory and word recognition skills.