Contained in:
Book Chapter

Memoria di lavoro, chunks e Lexical Approach: alcune possibili convergenze

  • Mario Cardona

Working memory is one of the most investigated topics in cognitive psychology and neuropsychology since it plays a key role in the architecture of cognitive human system. Reasoning, problem solving, and learning would be not possible without the contribution of working memory. Working memory is deeply involved in linguistic processes and in essential activities such as reading. Recent scientific research, especially in Anglo-Saxon context, has begun to investigate the role played by working memory not only in learning L1, but also in the acquisition processes of L2. Nevertheless, the overview of Italian language education still presents a lack of adequate literature on the important implications of the activity of working memory both for the theories of language learning and the practices of language teaching. This paper has the goal to identify some possible convergences between the working memory processes – especially of phonological loop and phonological memory – and the theoretical-practical system of Lexical Approach proposed by Lewis (1993; 1997). In this latter, specific attention is paid to the structure and learning of lexical chunks which are, according to Lewis, a fundamental element of the nature of lexicon and especially of collocations.

  • Keywords:
  • working memory,
  • lexical approach,
  • teaching vocabulary,
+ Show More

Mario Cardona

University «Aldo Moro» of Bari, Italy

  1. Atkins, P. V. B., Baddeley, A. D. 1998. Working Memory and Distributed Vocabulary Learning. «Applied Psycholinguistics», 19: 537-552.
  2. Atkinson, R. C., Shiffrin, R. M. 1968. “Human Memory: A Proposed System and its Control Processes”. In The Psychological of Learning and Motivation: Advances in Research and Theory, edited by K. V. Spence, J. T., Spence, vol. 2, 89-105. New York: Academic Press.
  3. Baddeley, A. D. 1986/1990. Working Memory. Oxford. Clarendon Press (trad. it. La memoria di lavoro. Milano. Raffaello Cortina).
  4. Baddeley, A. D. 1990/1992. Human Memory, Theories and Practice . Hillsdale: Erlbaum (trad. it. La memoria umana . Bologna: Il Mulino).
  5. Baddeley, A. D. 2000. The episodic buffer: A new component of working memory? «Trends in Cognitive Sciences», 4 (11): 417-423.
  6. Baddeley, A. D., Hitch, G. 1974. “Working memory”. In Recent Advances in Learning and Motivation, 8, edited by G. A. Bower, 47-89. New York: Academic Press.
  7. Cowan, N. 2001. The Magical Number 4 in Short-term Memory: A Reconsideration of Mental Storage Capacity. «Behavior and Brain Sciences», 24: 87-185.
  8. Cowan, N. 2005. Working Memory Capacity. New York: Psychology Press.
  9. Cowan, N. 2014. “Working Memory Underpins Cognitive Development, Learning, and Education”. Educational Psychology Review, 26 (2): 197-223.
  10. Craik, F. I. M., Lockhart, R .S. 1972. Levels of Processing: A framework for Memory Research. «Journal in Verbal Learning and Verbal Behavior», 11: 671-684.
  11. Damasio, R. 1995. L’errore di Cartesio. Milano. Adelphi.
  12. Ellis, N. C. 1996. Sequencing in SLA: Phonological Memory, Chunking and Points of Order. «Studies in Second Language Acquisition», 18: 91-116.
  13. Ellis, N. C. 2001. “Memory for Language”. In Cognition and Second Language Instruction, edited by P. Robinson, 33-68. Cambridge: Cambridge University Press.
  14. Ellis, N. C. 2012. Formulaic language and second language acquisition. «Annual Review of Applied Linguistics», 32: 17-44.
  15. Ellis, N. C., Sinclair, S. G. 1996. Working Memory in the Acquisition of Vocabulary and Sintax: Putting Language in Good Order. «The Quarterly Journal of Experimental Psychology», 49A (1): 234-250.
  16. Gathercole, S., Thorn, S. C. 1998. “Phonological Short-term Memory and Foreign Language Learning”. In Foreign Language Learning: Psycholinguistic Studies on Training and Retention , edited by A. F. Healey, L. J. Bourne, 141-58. Mahwah: Erlbaum.
  17. Gathercole, S., Willis, C., Baddeley, A. D. 1992. Phonological Memory and Vocabulary Development during the Early School Years: Evidence from a Longitudinal Study. «Developmental Psychology», 28: 887-898.
  18. Hoyer, W. J., Verhaeghen, P. 2006. “Memory Aging”. In Handbook of the psychology of aging, edited by J. E. Birren, W. K. Schaie, 209-32. Amsterdam: Elsevier.
  19. Ledoux, J. 1998. Il cervello emotivo. Alle origini delle emozioni. Milano: Baldini e Castoldi.
  20. Lewis, M. 1993. The Lexical Approach. Hove: Language Teaching Publication.
  21. Lewis, M. 1997a. Implementing the Lexical Approach. Hove. Language Teaching Publication.
  22. Lewis, M. 1997b. “Pedagogical implications of the Lexical approach”. In Second language vocabulary acquisition, edited by J. Coady, T. Huckin, 255-70. Cambridge: Cambridge University Press.
  23. Light, L. L., Prull, M. W, La Voie, D. J, Healy, M. R. 2000. “Dual Process Theories of Memory in Old Age”. In Models of Cognitive Ageing, edited by T. J. Perfect, E. A. Maylor, 238-300. Oxford: Oxford University Press.
  24. Masoura, V. M., Gathercole, S. 1999. Phonological Short-term Memory and Foreign Language Learning. «International Journal of Psychology», 34: 383-388.
  25. Miller, G. A. 1956. The Magical Number Seven, Plus or Minus Two: Some Limits in our Capacity for Processing Information. «Psychological Review», 63: 81-97.
  26. Miyake, A., Shah, P. (eds.) 1999. Models of Working Memory. Mechanisms of Active Maintenance and Executive Control. Cambridge. Cambridge University Press.
  27. Naveh-Benjamin, M., Ayres, T. J. 1986. Digit Span, Reading Rate, and Linguistic Relativity. «Quarterly Journal of Experimental Psychology», 38A: 739-751.
  28. Newell, A. 1990. Unified Theories of Cognition. Cambridge (MA). Harvard University Press.
  29. Norman, D. A., Shallice, T. 1986. “Attention to Action: Willed and Automatic Control of Behavior”. In Consciousness and Self-Regulation. Advances in Research and Theory , edited by R. J. Davidson, G. E. Schwartz, D. Shapiro, Vol. 4, 1-18. New York: Springer.
  30. Oatley, K. 1992. The Psychology of Emotions. Cambridge. Cambridge University Press.
  31. Papagno, C., Vallar, G. 1992. Phonological Short-term Memory and the Learning of Novel Words: The Effect of Phonological Similarity and Item Length. «Quarterly Journal of Experimental Psychology», 44A: 47-67.
  32. Service, E. 1992. Phonology, Working Memory, and Foreign Language Learning. «The Quarterly Journal of Experimental Psychology», 1: 21-50.
  33. Shallice, T., Warrington, E. K. 1970. Independent Functioning of Verbal Memory Stores: A Neuropsychological Study. «The Quarterly Journal of Experimental Psychology», 22: 261-273.
  34. Skrzypek, A., Singleton, D. 2013. Productive Knowledge of English Collocations in Adult Polish Learners: The Role of Short-term Memory. «Vigo International Journal of Applied Linguistics», 10: 105-129.
  35. Speciale, G., Ellis, N. C., Bywater, T. 2004. Phonological Sequence Learning and Short-term Store Capacity Determine Second Language Vocabulary Acquisition. «Applied Psycholinguistics», 25: 293-321.
  36. Squire, L. R. 2004. Memory Systems of the Brain: A Brief History and Current Perspectives. «Neurobiology of Learning and Memory», 82: 171-177.
  37. Tulving, E. 1972. “Episodic and Semantic Memory”. In Organization of Memory, edited by W. Donaldson, E. Tulving, 381-403. New York: Academic Press.
  38. Tulving, E. 1983. Elements of Episodic Memory. Cambridge: Cambridge University Press.
  39. Tulving, E. 2002. “Episodic Memory: From Mind to Brain”. Annual Review of Psychology, 53: 1-25.
  40. Waugh, N. C., Norman, D. A. 1965. Primary Memory. «Psychological Review», 72 (2): 89-104.
  41. Wen, Z. 2016. Working Memory and Second Language Learning. Towards an Integrated Approach. Bristol. Buffalo, Multilingual Matters.
  42. Yonelinas, A. 2002. The Nature of Recollection and Familiarity: A Review of 30 Years of Research. «Journal of Memory and Language», 46: 441-517.
  43. Yonelinas, A., Otten, L. J., Shaw, K. N., Rugg, M. D. 2005. Separating the Brain Regions Involved in Recollection and Familiarity in Recognition Memory. «The Journal of Neuroscience», 16: 3002-3008.
  44. Yun Day, D., Sternberg, R. J. 2004. (eds.), Motivation, emotion, and cognition. Integrative perspectives on intellectual functioning and development. Mahwah (NJ). Erlbaum.
PDF
  • Publication Year: 2021
  • Pages: 33-50
  • Content License: CC BY 4.0
  • © 2021 Author(s)

XML
  • Publication Year: 2021
  • Content License: CC BY 4.0
  • © 2021 Author(s)

Chapter Information

Chapter Title

Memoria di lavoro, chunks e Lexical Approach: alcune possibili convergenze

Authors

Mario Cardona

Language

Italian

DOI

10.36253/978-88-5518-403-8.04

Peer Reviewed

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Competenza lessicale e apprendimento dell’Italiano L2

Editors

Elisabetta Jafrancesco, Matteo La Grassa

Peer Reviewed

Number of Pages

162

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-5518-403-8

ISBN Print

978-88-5518-402-1

eISBN (pdf)

978-88-5518-403-8

Series Title

Strumenti per la didattica e la ricerca

Series ISSN

2704-6249

Series E-ISSN

2704-5870

899

Fulltext
downloads

342

Views

Export Citation

1,349

Open Access Books

in the Catalogue

2,262

Book Chapters

3,790,127

Fulltext
downloads

4,422

Authors

from 925 Research Institutions

of 65 Nations

65

scientific boards

from 348 Research Institutions

of 43 Nations

1,248

Referees

from 380 Research Institutions

of 38 Nations