LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:10 October 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Role of Rehearsal Language in Working Memory in
Bilingual Children

Alitta Tom, MASLP. and
Vini Abhijith Gupta, Assistant Professor

Introduction

Memory is defined as the ability to encode, store, and retrieve information (Squire, 2009). It is an important element of cognitive function because it allows us to be flexible and adapt to information from our constantly changing environment. The ability to think back on the past, remember certain people or events, and base actions in the future on what has previously served well. Memory makes it simple to complete all of this. Memory processes are actions that use information in particular ways to make it accessible later or to retrieve it into the present processing stream.

Human memory is divided into several stages- Sensory memory, Short-term memory (STM), and Long-term memory (LTM). The level that momentarily stores unprocessed impulses from the sensory systems is known as the Sensory Memory or Sensory Storage. For instance, the nose and the adjacent nerve cells gather up environmental impulses and temporarily store them until they procreate further or are lost. STM or temporary working memory is the second level which has a meagre capacity and a maximum storage time of a few minutes. A comparatively long-term storage is offered by the LTM which makes up the third level. Atkinson and Shriffon,1971; cited in Varma and Varma (1989), who were particularly interested in the STM, suggested this multi-store approach. They centered their idea more on STM because they thought that activity at this level controlled how information moved across the overall memory system.

Gathercole and Alloway (2008) defined the capacity to temporarily store and process information in the mind as ‘Working Memory’ (WM). It is frequently defined as a versatile mental workspace which can store significant data while performing challenging mental tasks. Mental arithmetic is an excellent illustration of how WM is used in everyday situations. Take the example of trying to multiply two two-digit numbers without using a calculator or paper and pencil. WM is essential because it supports skills in many domains, including comprehension, learning, and reasoning.

Baddeley and Hitch first presented the ‘WM Model’ in 1974, and Baddeley (2007); cited in Henry (2011) later made revisions to it. Three parts make up the original WM model, which included a controlling attentional system that oversaw and coordinated a number of subsidiary slave systems. This attentional controller was referred to as the Central Executive, and two slave systems were referred to as the Articulatory or Phonological loop, which is in charge of manipulating speech-based information, and the Visuo-spatial sketchpad, which is in charge of organizing and modifying visual images. The ‘episodic buffer’, a fourth component, was later added to the WM model. This component offered a few significant additional features.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Alitta Tom, MASLP.
alittatomjacob@gmail.com
Contact No: 8281924294

Vini Abhijith Gupta
Assistant Professor
Dr. M.V. Shetty College of Speech and Hearing, Mangalore
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