Digest

Ryzhov B. N. The system of motivational oppositions as the basis of psychological individuality


Preuss F., Perevozkina Yu. M. Interconnection and types of social relations of role socialization system formation: metasystem approach


Ryzhov B. N. The actual-self, ideal-self and hidden-self (with Translation into English by L. A. Mashkova)


Ryzhov B. N., Tarasova А. А. Emotional Perception of Architectural Objects of 1920–1930s by Moscow Students (with Translation into English by L. A. Mashkova)


Kondratyev V. M. The Problem of Balance between Morality and Law in Human Education (with a Translation into English)


Ryzhov B. N. Psychological Age of Civilization (translated into English by L. A. Mashkova)


Aleksander T. A Review about Old Age and Disability (translated into English by A. Diniejko and into Russian by О. Leszczak)



A. A. Zych Silver University as an alternative for the polish solutions


B. N. Ryzhov THE PSYCHOLOGICAL AGE OF CIVILIZATION: the XV century, the North Renaissance


Yu. M. Perevozkina, V. G. Fedosov, F. Prusse Functional organization of impasa-role socialization of youth: metasystemic approach


T. Macho, I. V. Lebedeva, M. M. Bicharova. Migration in Europe as systemic phenomenon of the contemporary society


G. Gross, J. S. Frolova From London to Moscow coronations: perceptions of monarchy


Simons G. Tangible threats through intangible means: aspects of BRICS information and communication security


Ryzhov B. N., Mashkova L. A., Stolyarova G. I. Dynamics of motivational indicators in high school

B.N. Ryzhov - Sistem psychology
Partners

WWW.SYSTEMPSYCHOLOGY.RU

 

S. M. Valyavko, O. V. Chibiskova, Ju. A. Shulekina, VERBAL MEMORY IN THE FORMATION OF TEXTUAL COMPETENCE IN PRESCHOOLERS

Журнал » Journal_eng » Journal 34 : S. M. Valyavko, O. V. Chibiskova, Ju. A. Shulekina, VERBAL MEMORY IN THE FORMATION OF TEXTUAL COMPETENCE IN PRESCHOOLERS
    Views: 269

UDC 159.9

DOI 10.25688/2223-6872.2020.34.2.07

 

VERBAL MEMORY IN THE FORMATION OF TEXTUAL COMPETENCE

IN PRESCHOOLERS

 

S. M. Valyavko,

MCU, Moscow,

ValyavkoSM@mgpu.ru,

O. V. Chibiskova,

MCU, Moscow,

ChibiskovaOV@mgpu.ru,

Ju. A. Shulekina,

MCU, Moscow,

Juliah@mgpu.ru

 

The formation of textual competence in preschool children is associated with a whole complex of psy-chophysiological and psychological transformations associated with phonological processing, sign and graphic processing, visual, auditory and semantic information processing. Based on this understanding, textual compe­tence is a complex system process that is not limited only to encoding and decoding of symbolic information contained in the text.

The article is focused on the issue of the role of memory processes, in particular, the influence of short-term and long-term verbal memory on the semantic perception of an orally presented text and its comprehension by preschoolers with normal speech development and preschoolers with general speech underdevelopment (GSU). This study was conducted on the basis of studying the capacity of short-term and long-term memory in 60 preschoolers, using the well-known method by A. R. Luria «Memorizing 10 words», and the method for studying the semantic perception of the text. The study detected that short-term and long-term memory in preschoolers with normal speech development positively correlate with the process of speech understan­ding. And as a result, it increases the semantic perception of the text, improves the quality of retelling the plot of the text by preschoolers, and optimizes the formation of textual competence in preschoolers.

The revealed connections between semantic perception of the text with the development of memory processes in preschoolers also allowed to detect some features of diferent types of memory in the semantic perception of texts of various complexity in the group of children with general speech underdevelopment (children with GSU). It is shown that short-term memory is of great importance for comprehension the hidden meaning of the text in the group of preschoolers with GSU. A similar correlation was found with long-term memory and it has a predominant significance for the process of comprehension the hidden meaning of the text in preschoolers with general speech underdevelopment.

 

Keywords: memory; system approach to diagnostics; verbal memory; auditory verbal memory; short-term memory; long-term memory; memory capacity; semantic perception of the text; textual competence; preschool age; general speech underdevelopment.

For citation: Valyavko S. M., Chibiskova O. V., Shulekina Ju. A. Verbal memory in the formation of textual competence in preschoolers // Systems Psychology and Sociology. 2020. № 2 (34). P. 82-93.

DOI: 10.25688/2223-6872.2020.34.2.07

 

Valyavko Svetlana Mikhaylovna, PhD in Psychological Sciences, Associate Professor, Associate Profes­sor at the Department of Clinical and Special Psychology at the Institute of Psychology, Sociology and Social Relations at the Moscow City University, Moscow, Russia.

E-mail: ValyavkoSM@mgpu.ru; ORCID: https://orcid.org/0000-0001-7195-6374

 

Chibiskova Oxana Vladimirovna, Senior Lecturer at the Department of Pedagogical, Developmental and Social Psychology at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia.

E-mail: ChibiskovaOV@mgpu.ru; ORCID: https://orcid.org/0000-0002-1023-4885

 

Shulekina Julia Alexandrovna, PhD in Pedagogical Sciences, Associate Professor, Associate Profes­sor at the Department of Speech Therapy at the Institute of Special Education and Complex Rehabilitation of the Moscow City University, Moscow, Russia.

E-mail: Juliah@mgpu.ru; ORCID: https://orcid.org/0000-0002-0526-4190

 

References

 

1. Valyavko S. M., Shulekina Yu. A. Osobennosti smy'slovogo vospriyatiya slova det'mi s narushe-niyami rechevogo razvitiya [Peculiarities of sense perception of a word by children with verbal development disorder] // Special Education. 2013. № 3 (31). P. 14-31.

2. Valyavko S. M., Shulekina Yu. A. Problema smy'slovogo vospriyatiya teksta det'mi doshkol'nogo vozrasta [The problem of semantic perception of the text in peschoolers] // Systems Psychology and Sociology. 2017. №1 (21). P. 5-15.

3. Veraksa A. N. Svyaz' regulyatorny'x funkcij i proizvodstva rechi u starshix doshkol'nikov: rabochaya pamyat' i sostavlenie narrativov [The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling] / A. N. Veraksa et al. // Clinical Psychology and Special Education. 2019. Т. 8. № 3. P. 56-84.

4. Gribova О. Е. Tekstovaya kompetenciya: lingvisticheskij, psixolingvisticheskij i ontolingvisticheskij analiz [Textual competence: linguistic, psycholinguistic and ecolinguistics analysis]. Moscow: APKiPPRO, 2009. 120 p.

5. Levchenko I. Yu., Dubrovina T. I. Variativny'e osobennosti pamyati u detej s obshhim nedorazvitiem rechi [Variable peculiarities of memory at preschool children with speech and language impairment] // Defec-tology. 2014. № 5. P. 46-50.

6. Lubovskiy V. I. Chto takoe «struktura defekta»? [What is the «structure of defect»?] // Special Education. 2018. № 4 (52). P. 145-157.

7. Baddeley A. D. Working memories: Postmen, divers and the cognitive revolution. London: Routledge, 2018. 386 p.

8. Cabbage K. L., Farquharson K., Hogan T. P. Speech perception and working memory in child­ren with residual speech errors: a case study analysis // Seminars in Speech and Language. 2015. № 36 (4). P. 234-246.

9. Clark G. M., Lum J. A. Procedural memory and speed of grammatical processing: Comparison between typically developing children and language impaired children // Research in Developmental Disabi­lities. 2017. Vol. 71. P. 237-247.

10. Hearnshaw S., Baker E., Munroe N. The speech perception skills of children with and without speech sound disorder // Journal of Communication Disorders. 2018. № 71. P. 61-71.

11. Jaeggi S. M. Short and long-term beneits of cognitive training / S. M. Jaeggi et al. // Proceedings of the National Academy of Sciences of the United States of America. 2011. № 108. P. 10081-10086.

12. Kim Y.-S., Wagner R. K., Lopez D. Developmental relations between reading luency and reading comprehension: A longitudinal study from grade 1 to grade 2 // Journal of Experimental Child Psychology. 2012. № 113. P. 93-111.

13. Majerus S. Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition / S. Majerus et al. // European Journal of Cognitive Psychology. 2006. № 18. P. 848-873.

14. Newbury J. Interrelationships Between Working Memory, Processing Speed, and Language Devel­opment in the Age Range 2-4 years / J. Newbury et al. // Journal of Speech, Language and Hearing Research. 2016. № 59 (5). P. 1146-1158. DOI: 10.1044/2016 JSLHR-L-15-0322.

15. Rojas-Barahona C. A. Improvement of working memory in preschoolers and its impact on early literacy skills: A study in deprived communities of rural and urban areas / C. A. Rojas-Barahona et al. // Early Education and Development. 2015. № 26 (5-6). P. 871-892.

16. Szmalec A. Control of interference during working memory updating / A. Szmalec et al. // Journal of Experimental Psychology: Human Perception and Performance. 2011. № 37. P. 137-151.

17. Shipstead Z., Redick T. S., Engle R. W. Does working memory training generalize? // Psychologica Belgica. 2010. № 50. P. 245-276.

18. Shulekina Ju. Language competence of children with speech disorders (interdisciplinary aspect) // Journal of Education & Science. Pedagogy. Psychology. Medicine. 2012. № 3. P. 34-38.

19. Verhagen J., Leseman P. How do verbal short-term memory and working memory relate to the ac­quisition of vocabulary and grammar? A comparison between irst and second language learners // Journal of Experimental Child Psychology. 2016. № 141. P. 65-82.

20. Wardlow L. Individual differences in speakers' perspective taking: The roles of executive control and working memory // Psychonomic Bulletin & Review, 2013. № 20. P. 766-772.

21. Warning R. Speech development in preschool children: evaluating the contribution of phonological short-term and phonological working memory / R. Warning et al. // Journal Child Language. 2019. № 46 (4). P. 632-652. DOI: https://doi.org/10.1017/S0305000919000035)

22. Yoon S. O., Brown-Schmidt S. Lexical diferentiation in language production and comprehension // Journal of Memory and Language. 2013. № 69. P. 397-416.