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Phonological memory and vocabulary development during the early school years: A longitudinal study.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Phonological memory and vocabulary development during the early school years: A longitudinal study. / Gathercole, S. E.; Willis, C.; Braddeley, A. D. et al.
In: Developmental Psychology, Vol. 28, No. 5, 1992, p. 887-898.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Gathercole, SE, Willis, C, Braddeley, AD & Emslie, H 1992, 'Phonological memory and vocabulary development during the early school years: A longitudinal study.', Developmental Psychology, vol. 28, no. 5, pp. 887-898. <http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1993-00922-001>

APA

Gathercole, S. E., Willis, C., Braddeley, A. D., & Emslie, H. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898. http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1993-00922-001

Vancouver

Gathercole SE, Willis C, Braddeley AD, Emslie H. Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology. 1992;28(5):887-898.

Author

Gathercole, S. E. ; Willis, C. ; Braddeley, A. D. et al. / Phonological memory and vocabulary development during the early school years: A longitudinal study. In: Developmental Psychology. 1992 ; Vol. 28, No. 5. pp. 887-898.

Bibtex

@article{cdcfaf458e4748c0afa83c40f61b37b2,
title = "Phonological memory and vocabulary development during the early school years: A longitudinal study.",
abstract = "The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory and vocabulary development before and after 5 yrs of age. Between 4 and 5 yrs, phonological memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonological memory on vocabulary development subsiding to a nonsignificant level. (PsycINFO Database Record (c) 2008 APA, all rights reserved)",
author = "Gathercole, {S. E.} and C. Willis and Braddeley, {A. D.} and H. Emslie",
year = "1992",
language = "English",
volume = "28",
pages = "887--898",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "5",

}

RIS

TY - JOUR

T1 - Phonological memory and vocabulary development during the early school years: A longitudinal study.

AU - Gathercole, S. E.

AU - Willis, C.

AU - Braddeley, A. D.

AU - Emslie, H.

PY - 1992

Y1 - 1992

N2 - The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory and vocabulary development before and after 5 yrs of age. Between 4 and 5 yrs, phonological memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonological memory on vocabulary development subsiding to a nonsignificant level. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

AB - The nature of the developmental association between phonological memory and vocabulary knowledge was explored in a longitudinal study. At each of 4 waves (at ages 4, 5, 6, and 8 yrs), measures of vocabulary, phonological memory, nonverbal intelligence, and reading were taken from 80 children. Comparisons of cross-lagged partial correlations revealed a significant shift in the causal underpinnings of the relationship between phonological memory and vocabulary development before and after 5 yrs of age. Between 4 and 5 yrs, phonological memory skills appeared to exert a direct causal influence on vocabulary acquisition. Subsequently, though, vocabulary knowledge became the major pacemaker in the developmental relationship, with the earlier influence of phonological memory on vocabulary development subsiding to a nonsignificant level. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

M3 - Journal article

VL - 28

SP - 887

EP - 898

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 5

ER -