21/04/2018 Medicine Psychology
DOI: 10.1080/09658211.2017.1380835 SemanticScholar ID: 205667533 MAG: 2764322159

Cross-modal working memory binding and word recognition skills: how specific is the link?

Publication Summary

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.

CAER Authors

Avatar Image for Richard Allen

Dr. Richard Allen

University of Leeds - Associate Professor

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