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1

CHANGES IN THE USE OF SPATIAL FRAMES OF REFERENCE IN TYPICALLY DEVELOPING AND WILLIAMS SYNDROME CHILDREN

100%
Ivady R. E., Felhosi G., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
213-250
EN
This study aimed to reveal the relationship between language and thinking, more specifically the linguistic relativism theory as formulated by Levinson (1996) and colleagues (Pederson, Danziger et al., 1998). The authors examined developmental change in the use of frames of reference in five typically developing groups (3-10 years) and a Williams syndrome group (7-21 years). Williams syndrome children were chosen to tease apart the different effects of language (relatively unimpaired) and cognition (mildly/severly impaired). Participants had to memorize a spatial array, then turn 180° and choose between two arrays, differing only in their frame of reference (relative or absolute). The authors also administered various tests (TROG, RAVEN, Corsi, RMET) to examine individual differences. The developmental trend was exactly the opposite of the hypothesis posed by Levinson: speakers of an inherently intrinsic/relative language seemed to prefer absolute choices increasingly with age. Yet a connection between language and reference frames could not be established by way of a correlation between administered language proficiency tests and preferred frame of reference. Williams syndrome children showed radically different preferences in the test, so we must conclude that their relatively impaired language could not give them a crutch in the task. The authors conclude that probably there is a threefold causality in the choice of reference frame in children: 1. Biological effects (such as sex and handedness) and 2. individual differences (such as intelligence and spatial memory) have a large impact on spatial reference choices (possibly only in childhood). 3. Both immediate (visible allocentric and egocentric cues) and general environment (education, culture) are important, yet language alone does seem to play a role.
2

VERBAL WORKING MEMORY AND MORPHOLOGICAL COMPLEXITY

88%
Nemeth D., Ivady R. E., Mihaltz M., Krajcsi A., Pleh C.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2006
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vol. 61
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issue 2
265-298
EN
The main purpose of this research is to study the relationship between verbal working memory an morphological complexity of words. Hungarian as an agglutinative language is of special interest for psycholinguistic inquiries in morphology. The authors present three word-recall experiments. The recall of words was measured by the classical span design. The item lists consisted of 2 syllable stems and 2 syllable morphologically complex words (stem + suffix). Within one list the words were of the same length, the same phonological structure (CVCVC), the same fluency and the same concreteness. The experimental design was the same with 3 syllable words as well. The capacity of the phonological loop was measured by digit span and non-word repetition. Results indicated that morphological complexity has a significant effect on word span. Partial correlation analysis suggests that the effect of the phonological loop on morphologically complex words is mediated by stems rather than suffixes.
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