Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language
Declarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good (n = 22) and poor (n = 22) readers of English, in Karnata...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-04-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00715/full |
| _version_ | 1818441718620487680 |
|---|---|
| author | Kuppuraj Sengottuvel Kuppuraj Sengottuvel Arpitha Vasudevamurthy Michael T. Ullman F. Sayako Earle |
| author_facet | Kuppuraj Sengottuvel Kuppuraj Sengottuvel Arpitha Vasudevamurthy Michael T. Ullman F. Sayako Earle |
| author_sort | Kuppuraj Sengottuvel |
| collection | DOAJ |
| description | Declarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good (n = 22) and poor (n = 22) readers of English, in Karnataka, India. Recognition memory was tested shortly (∼10 min) after encoding (day 1) and again on the next (day 2). Analyses revealed that the two groups did not differ in recognition memory performance on day 1. On day 2, the good readers improved from day 1, whereas poor readers did not. A partial correlation analysis suggests that consolidation – the change in performance in recognition memory between the 2 days – is associated with reading skills in good readers, but not in poor readers. Taken together, these results suggest that children who struggle to read in a second language may have deficits in declarative memory consolidation. |
| first_indexed | 2024-12-14T18:32:42Z |
| format | Article |
| id | doaj.art-006f5455d9bc4d94b87c0190f7cb109d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T18:32:42Z |
| publishDate | 2020-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-006f5455d9bc4d94b87c0190f7cb109d2022-12-21T22:51:42ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-04-011110.3389/fpsyg.2020.00715517188Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second LanguageKuppuraj Sengottuvel0Kuppuraj Sengottuvel1Arpitha Vasudevamurthy2Michael T. Ullman3F. Sayako Earle4Department of Experimental Psychology, University of Oxford, Oxford, United KingdomAll India Institute of Speech and Hearing, Mysuru, IndiaAll India Institute of Speech and Hearing, Mysuru, IndiaDepartment of Neuroscience, Georgetown University, Washington, DC, United StatesCommunication Sciences and Disorders, University of Delaware, Newark, DE, United StatesDeclarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good (n = 22) and poor (n = 22) readers of English, in Karnataka, India. Recognition memory was tested shortly (∼10 min) after encoding (day 1) and again on the next (day 2). Analyses revealed that the two groups did not differ in recognition memory performance on day 1. On day 2, the good readers improved from day 1, whereas poor readers did not. A partial correlation analysis suggests that consolidation – the change in performance in recognition memory between the 2 days – is associated with reading skills in good readers, but not in poor readers. Taken together, these results suggest that children who struggle to read in a second language may have deficits in declarative memory consolidation.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00715/fulldeclarative memoryreadingsecond language learningconsolidationpoor readers |
| spellingShingle | Kuppuraj Sengottuvel Kuppuraj Sengottuvel Arpitha Vasudevamurthy Michael T. Ullman F. Sayako Earle Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language Frontiers in Psychology declarative memory reading second language learning consolidation poor readers |
| title | Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language |
| title_full | Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language |
| title_fullStr | Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language |
| title_full_unstemmed | Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language |
| title_short | Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language |
| title_sort | learning and consolidation of declarative memory in good and poor readers of english as a second language |
| topic | declarative memory reading second language learning consolidation poor readers |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00715/full |
| work_keys_str_mv | AT kuppurajsengottuvel learningandconsolidationofdeclarativememoryingoodandpoorreadersofenglishasasecondlanguage AT kuppurajsengottuvel learningandconsolidationofdeclarativememoryingoodandpoorreadersofenglishasasecondlanguage AT arpithavasudevamurthy learningandconsolidationofdeclarativememoryingoodandpoorreadersofenglishasasecondlanguage AT michaeltullman learningandconsolidationofdeclarativememoryingoodandpoorreadersofenglishasasecondlanguage AT fsayakoearle learningandconsolidationofdeclarativememoryingoodandpoorreadersofenglishasasecondlanguage |