HKSYU Course Resources
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LEADER 12264cam a2200505 i 4500
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991008168968107546
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20230914133451.0
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200626s2022 enka b |01 0 eng d
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a| 9781108845342
q| (hbk)
020
a| 9781108958110
q| (pbk)
020
a| 9781108955638
q| (e-book)
035
a| (OCoLC)1292533056
040
a| UkCbUP
b| eng
e| rda
c| UkCbUP
d| HK-SYU
050
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a| P118
b| .C365 2022
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0
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a| 401/.93
2| 23/eng/20220113
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a| 401.93
b| CAM 2022
245
0
4
a| The Cambridge handbook of working memory and language /
c| edited by John W. Schwieter, Wilfrid Laurier University, Ontario ; Zhisheng (Edward) Wen, Macao Polytechnic Institute.
246
3
0
a| Working memory and language
250
a| 1st ed.
264
1
a| Cambridge ;
a| New York, NY :
b| Cambridge University Press,
c| 2022.
300
a| xxxiv, 939 pages :
b| Illustrations ;
c| 25 cm
336
a| text
b| txt
2| rdacontent
337
a| unmediated
b| n
2| rdamedia
338
a| volume
b| nc
2| rdacarrier
490
1
a| Cambridge handbooks in language and linguistics
520
a| Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.
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a| Cover -- Half-title -- Series information -- Title page -- Copyright information -- Contents -- List of Figures -- List of Tables -- About the Editors -- About the Contributors -- Acknowledgments -- Overview of the Handbook -- 1 Working Memory and Language: An Overview of Key Topics -- 1.1 Introduction -- 1.2 Organization of the Handbook -- 1.3 Conclusion -- References -- Part I Introduction -- 2 Working Memory and the Challenge of Language -- References -- Part II Models and Measures -- 3 The Evolution of Working Memory and Language -- 3.1 Introduction -- 3.2 The Central Executive and Executive Functions of the Frontal Lobes -- 3.3 The Evolution of the Central Executive -- 3.4 The Phonological Loop and Its Evolution -- 3.5 The Visuospatial Sketchpad and Its Evolution -- 3.6 The Evolution of the Episodic Buffer -- 3.7 What Is Language? -- 3.8 Why Chomsky Is Wrong about the Evolution of Language -- 3.9 Why Chomsky May Have Gotten Something Right about Language's Evolution -- 3.10 The Fifth and Final Pragmatic of Speech -- 3.11 Cognitive Requirements of the Subjunctive Pragmatic of Speech -- 3.12 Conclusion -- References -- 4 The Phonological Loop as a ''Language Learning Device'': An Update -- 4.1 Introduction -- 4.2 Healthy Children Learning Their Mother Tongue -- 4.3 Children with Specific Language Impairment (SLI) or Down Syndrome -- 4.4 Healthy Children and Adults Learning a Second Language (L2) -- 4.4.1 Children Learning a Second Language -- 4.4.2 Adults Learning a Second Language -- 4.4.3 Disrupting the Phonological Loop -- 4.4.4 Polyglots -- 4.5 Cognitive Deficits -- 4.6 Conclusion -- References -- Note -- 5 The Embedded-Processes Model and Language Use -- 5.1 Introduction -- 5.2 The Embedded-Processes Model of Working Memory -- 5.2.1 Long-Term Memory -- 5.2.2 Activated Long-Term Memory -- 5.2.3 Focus of Attention -- 5.2.4 Central Executive.
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a| 5.2.5 The Cohesive Model -- 5.3 The Embedded-Processes Model in Active Language Use -- 5.3.1 Role of Attention -- 5.3.2 Comprehending Language -- 5.3.2.1 The Role of the Various Embedded Processes in Comprehension -- 5.3.2.2 Interaction Between Linguistic Levels -- 5.3.2.3 Attention Filtering and Switching in Language Comprehension -- 5.3.3 Producing Language -- 5.3.3.1 The Role of the Various Embedded Processes in Language Production -- 5.4 Using Working Memory to Acquire Language -- 5.4.1 Developmental Acquisition -- 5.4.2 Acquiring a Second Language -- 5.5 Conclusion -- References -- 6 Long-Term Working Memory and Language Comprehension -- 6.1 Introduction -- 6.2 Understanding Working Memory and Language Theories prior to and after LT-WM -- 6.3 Development of the LT-WM Theory -- 6.3.1 A Chunking Theory of Expanded Memory in Experts -- 6.3.2 Skilled Memory Theory: Direct Storage in LTM -- 6.3.3 Transition to LT-WM and Its Mechanisms -- 6.3.3.1 Picking Out the Important from the Unimportant -- 6.3.3.2 Associating Information During Comprehension via Online Inferences -- 6.3.3.3 Using Retrieval Structures -- 6.3.3.4 Managing Interference -- 6.3.3.5 Conclusions -- 6.4 LT-WM and Language: Memory in Discourse Comprehension -- 6.5 Is There LT-WM for Sentence Structure to Support Syntactic Processing? -- 6.6 The Neuroscience of LT-WM Development -- 6.7 Conclusion -- References -- 7 The Cognitive Neuroscience of Working Memory and Language -- 7.1 Introduction -- 7.2 Working Memory -- 7.2.1 Neural Mechanisms Underlying Working Memory Processes -- 7.2.2 The Working Memory Network and Functional Roles of Individual Brain Areas -- 7.3 Language -- 7.3.1 Processing of Language-Related Information -- 7.3.2 The Language Network and Functional Roles of Individual Brain Areas -- 7.3.3 Neurotemporal Dynamics of Language Processing.
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a| 7.4 Working Memory and Language Acquisition -- 7.5 Working Memory and Language Comprehension -- 7.6 Working Memory and Language Production -- 7.7 Conclusion -- References -- 8 Computational Models of Working Memory for Language -- 8.1 Introduction -- 8.2 Overview of Working Memory as a System -- 8.2.1 Transient Storage in Verbal WM -- 8.2.2 Phonological Loop -- 8.2.3 Activated LTM -- 8.2.4 Phonological Loop and Language Processing -- 8.2.5 Computational Modeling of the Phonological Loop -- 8.3 Computational Models of Serial Order -- 8.3.1 Chaining Models -- 8.3.2 Competitive Queuing (CQ) Models -- 8.3.2.1 Context-Free CQ models -- 8.3.2.2 Context-Based CQ Models -- 8.3.2.3 CQ Explanation of Benchmark Findings -- 8.4 Linguistically Constrained Computational Models -- 8.4.1 Central Role of Serial Order in Theoretical Integration -- 8.4.2 Context Signals Incorporating Linguistic Constraints -- 8.4.3 Temporal Grouping in Working Memory: A Link to Prosody? -- 8.4.4 Wider Considerations -- 8.5 Conclusion -- References -- 9 The Time-Based Resource Sharing Model of Working Memory for Language -- 9.1 Introduction -- 9.2 The Phonological Loop in Baddeley's Model -- 9.3 The Time-Based Resource Sharing Model -- 9.4 Two Systems of Maintenance for Verbal Information -- 9.5 The Impact of Linguistic Characteristics on Short-Term Maintenance -- 9.6 The Impact of the Two Maintenance Systems on LTM Learning of Verbal Information -- 9.7 The Development of Verbal Working Memory and Its Maintenance Systems -- 9.8 The Two Systems of Verbal WM, a Method for Their Optimal Use and How It Informs Us about the Nature and Functioning of the Articulatory Loop -- 9.9 Conclusion -- References -- Note -- 10 The Ease of Language Understanding Model -- 10.1 Introduction -- 10.2 The ELU-WM System -- 10.2.1 WM and Prediction -- 10.2.2 WM and Postdiction.
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a| 10.2.3 Extending the Mismatch Notion -- 10.2.4 Adaptation -- 10.3 ELU and Age-Related Hearing Loss -- 10.4 Limitations of the ELU Model -- 10.4.1 Development of Representations -- 10.4.2 Signed Language -- 10.4.3 Hearing Loss -- 10.5 Implications -- 10.6 Conclusion and Future Directions -- References -- 11 Assessing Children's Working Memory -- 11.1 Introduction -- 11.2 The Need to Assess Specific Working Memory Processes -- 11.3 Selective, Multibattery Testing -- 11.4 Identifying Subtests That Measure Specific Working Memory Processes -- 11.4.1 Verbal Storage -- 11.4.2 Verbal Processing -- 11.4.3 Visual-Spatial Storage -- 11.4.4 Visual-Spatial Processing -- 11.4.5 Executive Working Memory -- 11.5 Assessing Related Cognitive and Executive Processes -- 11.5.1 Oral Language -- 11.5.2 Auditory Processing -- 11.5.3 Phonological Processing -- 11.5.4 Processing Speed -- 11.5.5 Visual-Spatial Processing -- 11.5.6 Executive Functions -- 11.5.7 Inhibition -- 11.5.8 Attention -- 11.6 Specific Academic Learning Difficulties -- 11.6.1 Basic Reading Skills -- 11.6.2 Reading Comprehension -- 11.6.3 Mathematics -- 11.6.4 Written Expression -- 11.6.5 Academic Performance -- 11.7 Home Environment and Daily Life Functioning Difficulties -- 11.8 Informal Assessment Strategies -- 11.8.1 Collecting Background Information -- 11.8.2 Interviews -- 11.8.2.1 Teacher Interviews -- 11.8.2.2 Parent Interviews -- 11.8.2.3 Child Interviews -- 11.8.3 Observations -- 11.9 Analyzing Multibattery Test Results -- Step 1. Decide Which Type of Analysis to Conduct -- Step 2. Enter the Scales, Composites, and Subtests -- Step 3. Calculate and Enter Obtained Standard Scores -- Step 4. Calculate and Enter the Process Scores -- Step 5. Determine Whether Each Process Score Is Unitary -- Step 6. Enter the IQ or Mean as the Predictor -- Step 7. Compute and Enter the Discrepancy.
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a| Step 8. Determine Normative Strengths and Weaknesses -- Step 9. Determine Intraindividual Strengths and Weaknesses -- Step 10. Basic Interpretation -- 11.10 Formal Statistical Analysis of Multibattery Test Results -- 11.11 Using Assessment Results to Guide Treatment -- 11.12 Conclusion -- References -- 12 Measuring Individual Differences in Working Memory Capacity and Attention Control and Their Contribution to Language Comprehension -- 12.1 Introduction -- 12.2 The Origins of Complex Span Measures of Working Memory Capacity -- 12.3 The Executive Attention View of Working Memory Capacity -- 12.4 Working Memory Capacity, Attention Control, and Language Comprehension -- 12.5 Maintenance and Disengagement -- 12.6 Measuring Attention Control -- 12.7 Measuring Working Memory Capacity -- 12.8 Practical Recommendations -- 12.8.1 Carefully Consider Whether the Cognitive Tasks You Administer Will Reflect the Cognitive Construct You Intend to Measure Given Your Population of Interest -- 12.8.2 Ensure Your Sample of Subjects Reflects a Broad Range of Abilities -- 12.8.3 Individual Differences Studies Require Larger Samples Than Typical Experimental Studies -- 12.8.4 Avoid Using a Single Task to Measure a Cognitive Ability -- 12.8.5 The Particular Set of Tasks Used to Measure a Cognitive Ability Matters -- 12.8.6 For Broad Cognitive Abilities, Use a Heterogeneous Set of Tasks That Reflect Different Domain-Specific Processes -- 12.8.7 Do Not Use Difference Scores to Assess Individual Differences -- 12.8.8 Do Not Use an Extreme-Groups Design -- 12.8.9 Measure Cognitive Abilities That Are Highly Related to Predictor and Criterion Variables -- 12.8.10 Report Detailed Demographic Information, Task Descriptions, Descriptive Statistics, Reliabilities, and Bivariate Correlations -- 12.9 Task Downloads -- 12.10 Conclusion -- References.
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a| Part III Linguistic Theories and Frameworks.
504
a| Includes bibliographies and index.
650
0
a| Language acquisition
x| Psychological aspects.
650
0
a| Second language acquisition.
650
0
a| Language disorders in children.
650
0
a| Short-term memory.
650
0
a| Psycholinguistics.
700
1
a| Schwieter, John W.,
d| 1979-
e| editor.
700
1
a| Wen, Zhisheng,
e| editor.
830
0
a| Cambridge handbooks in language and linguistics.
910
b| wlc
c| wsl
998
a| book
b| 14-09-23
945
h| Supplement
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945
h| Supplement
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