Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development
Monica Melby-Lervåg, Arne Lervåg, Solveig-Alma Halaas Lyster, Marianne Klem, Bente Hagtvet, Charles Hulme
Psychological Science · 2012 · Volume 23 · Issue 10
Abstract
In the study reported here, we assessed the theory that vocabulary learning in children depends critically on the capacity of a “phonological loop” that is indexed by nonword-repetition ability. A 3-year longitudinal study of 219 children assessed nonword-repetition ability and vocabulary knowledge at yearly intervals between the ages of 4 and 7 years. There was a considerable degree of longitudinal stability in children’s vocabulary and nonword-repetition skills, but there was no evidence of any influence of nonword-repetition ability on later vocabulary knowledge. These results seriously call into question the claim that vocabulary learning in children is constrained by nonword-repetition ability, and they cast doubt on the broader theory that the phonological loop functions as a language-learning device.
Keywords
language development, memory
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