The Cognitive Difference in the Use of Working Memory in Reading across Scripts

Xuesong S. Wang; Tracy Linderholm; Zhihui Fang

The Cognitive Difference in the Use of Working Memory in Reading across Scripts

Xuesong S. Wang, Tracy Linderholm, Zhihui Fang

Curriculum, Foundations, & Reading

Research output: Contribution to conference › Presentation

Abstract

Empirical investigation of the potentially cognitive differences in reading across scripts is a burgeoning area of research. In this paper, we reviewed this limited literature, focusing on the role of working memory (WM) in reading logographic Chinese versus alphabetic reading English at the word level. Specifically, using the multiple-component WM Model (Baddeley, 2000; Baddeley & Hitch, 1974) as the theoretical framework, we analyzed and synthesized current empirical research from both neuropsychological research and behaviorally-based research. Based on the review, we concluded that word reading in Chinese and in English make differential use of working memory, with the former more reliant on visual-spatial WM and the latter more dependent on verbal WM. At the end of this paper, we also propose a study that can empirically examine this important cognitive difference in reading logographic Chinese and alphabetic English.

Original language	American English
State	Published - Mar 17 2010
Event	International Conference of American Institute of Higher Education (AmHighEd) - Williamsburg, VA Duration: Mar 17 2010 → …

Conference

Conference	International Conference of American Institute of Higher Education (AmHighEd)
Period	03/17/10 → …

Keywords

Cognition
WM
Working memory

DC Disciplines

Curriculum and Instruction
Curriculum and Social Inquiry

Cite this

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title = "The Cognitive Difference in the Use of Working Memory in Reading across Scripts",

abstract = " Empirical investigation of the potentially cognitive differences in reading across scripts is a burgeoning area of research. In this paper, we reviewed this limited literature, focusing on the role of working memory (WM) in reading logographic Chinese versus alphabetic reading English at the word level. Specifically, using the multiple-component WM Model (Baddeley, 2000; Baddeley & Hitch, 1974) as the theoretical framework, we analyzed and synthesized current empirical research from both neuropsychological research and behaviorally-based research. Based on the review, we concluded that word reading in Chinese and in English make differential use of working memory, with the former more reliant on visual-spatial WM and the latter more dependent on verbal WM. At the end of this paper, we also propose a study that can empirically examine this important cognitive difference in reading logographic Chinese and alphabetic English.",

keywords = "Cognition, WM, Working memory",

author = "Wang, {Xuesong S.} and Tracy Linderholm and Zhihui Fang",

note = "Xuesong S. Wang, Tracy Linderholm and Zhihui Fang. {"}The Cognitive Difference in the Use of Working Memory in Reading across Scripts{"} Presented at the Fourth International Conference of American Institute of Higher Education, Williamsburg, VA (2010) source:http://www.amhighed.com/documents/williamsburg2010/amhighed_proceedings_williamsburg_2010.pdf Available at: http://works.bepress.com/tracy-linderholm/10/; International Conference of American Institute of Higher Education (AmHighEd) ; Conference date: 17-03-2010",

year = "2010",

month = mar,

day = "17",

language = "American English",

}

TY - CONF

T1 - The Cognitive Difference in the Use of Working Memory in Reading across Scripts

AU - Wang, Xuesong S.

AU - Linderholm, Tracy

AU - Fang, Zhihui

N1 - Xuesong S. Wang, Tracy Linderholm and Zhihui Fang. "The Cognitive Difference in the Use of Working Memory in Reading across Scripts" Presented at the Fourth International Conference of American Institute of Higher Education, Williamsburg, VA (2010) source:http://www.amhighed.com/documents/williamsburg2010/amhighed_proceedings_williamsburg_2010.pdf Available at: http://works.bepress.com/tracy-linderholm/10/

PY - 2010/3/17

Y1 - 2010/3/17

N2 - Empirical investigation of the potentially cognitive differences in reading across scripts is a burgeoning area of research. In this paper, we reviewed this limited literature, focusing on the role of working memory (WM) in reading logographic Chinese versus alphabetic reading English at the word level. Specifically, using the multiple-component WM Model (Baddeley, 2000; Baddeley & Hitch, 1974) as the theoretical framework, we analyzed and synthesized current empirical research from both neuropsychological research and behaviorally-based research. Based on the review, we concluded that word reading in Chinese and in English make differential use of working memory, with the former more reliant on visual-spatial WM and the latter more dependent on verbal WM. At the end of this paper, we also propose a study that can empirically examine this important cognitive difference in reading logographic Chinese and alphabetic English.

AB - Empirical investigation of the potentially cognitive differences in reading across scripts is a burgeoning area of research. In this paper, we reviewed this limited literature, focusing on the role of working memory (WM) in reading logographic Chinese versus alphabetic reading English at the word level. Specifically, using the multiple-component WM Model (Baddeley, 2000; Baddeley & Hitch, 1974) as the theoretical framework, we analyzed and synthesized current empirical research from both neuropsychological research and behaviorally-based research. Based on the review, we concluded that word reading in Chinese and in English make differential use of working memory, with the former more reliant on visual-spatial WM and the latter more dependent on verbal WM. At the end of this paper, we also propose a study that can empirically examine this important cognitive difference in reading logographic Chinese and alphabetic English.

KW - Cognition

KW - WM

KW - Working memory

UR - http://www.amhighed.com/documents/williamsburg2010/AmHighEd_Proceedings_Williamsburg_2010.pdf

M3 - Presentation

T2 - International Conference of American Institute of Higher Education (AmHighEd)

Y2 - 17 March 2010

ER -

The Cognitive Difference in the Use of Working Memory in Reading across Scripts

Abstract

Conference

Keywords

DC Disciplines

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