ISSN : 1229-0718
This study examined the role of auditory memory in early vocabulary acquisition and picture-book reading. A total of 309 24-month-old-infants and their mothers participated in the study. Infants completed a phonological memory task, a pattern repetition task, and a Corsi-block task. They also completed PPVT(Kim, Chang, Lim, & Beck, 1995). Mothers of the infants completed a vocabulary checklist(Pae, 2002) and filled in a questionnaire measuring their picture-book reading activities at home. In general, high auditory memory ability was associated with more expressive and receptive words. Also more vocabulary was associated with more frequent, longer and more focused picture-book reading activities. Findings suggest that the importance of auditory memory, especially, phonological memory, on early vocabulary acquisition.
김선옥, 공숙자, 조희숙(2004). 음운처리과정이 4세와 5세 유아의 읽기에 미치는 영향. 한국심리학회지: 발달, 17(2), 37-56.
김영태, 장혜성, 임선숙, 백현정(1995). 그림어휘력 검사. 서울 장애인 종합복지관.
김현자, 조증열(2001). 학령 전 아동에서 음운인식, 시지각 및 한글 읽기와의 관계. 한국심리학회지: 발달, 14(2), 15-28.
배소영(2002). 유아용 어휘체크리스트. 한국영아발달연구센터.
이지연, 이근영, 장유경(2004). 어머니의 책읽기 상호작용 유형이 영아의 초기 어휘 발달에 미치는 영향. 한국심리학회지: 발달, 17(1), 131-146.
임용순(2002). 한국 영아의 어휘발달과 어머니의 언어적 상호작용. 연세대학교 대학원 석사학위 논문.
장유경(2004). 한국 영아의 초기 어휘발달: 18개월~36개월. 한국심리학회지: 발달, 17(4), 91-105.
장유경(1997). 한국 유아의 초기 어휘획득에서 제약성의 역할(I). 인간발달연구, 4, 76-87.
장유경, 김숙현(2003). 유아의 한글읽기에 영향을 미치는 요인. 한국심리학회지: 발달, 16(3), 87-101.
장유경, 이근영, 곽금주, 성현란(2003). 어머니의 언어적 입력이 영아의 초기어휘발달에 미치는 영향. 한국심리학회지: 발달, 16(4), 227-241.
장유경, 임현정, 곽금주(2004). 언어적 입력의 품사가 영아의 초기 어휘발달에 미치는 영향. 한국심리학회지: 일반, 23(2), 105-120.
홍성인(2001). 한국아동의 음운인식 발달. 연세대학교 대학원 석사학위논문.
Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In W. Damon (Series Ed.), I. E. Sigel & K. A. Renninger (Volume Eds). Handbook of child psychology: 4. Child psychology in practice(pp. 275-355). New York: Wiley.
Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In R. Golinkoff & K. Hirsh-Pasek(Eds.), Becoming a Word Learner: A Debate on Lexical Acquisition. Oxford University Press.
Aslin, R. N., Saffran, J. R., & Newport, E. L. (1999). Statistical Learning in Linguistic and Nonlinguistic Domains. In B. MacWhinney, editor, Emergence of Language. Hillsdale, NJ: Lawrence Earlbaum Associates.
Aslin, R. N., Jusczyk, P. W., & Pisoni, D. B. (1998). Speech and auditory processing during infancy: Constraints on and precursors to language. In W. Damon (Editor-in-Chief), D. Kuhn, & R. S. Siegler(Vol. Eds.), Handbook of child psychology: 2. Cognition, perception, and language(5th ed., pp.147-198). New York: Wiley.
Baddeley, A. D. (1986). Working memory. Oxford, England: Oxford University Press.
Baldwin, D. A. (2000). Interpersonal understanding fuels knowledge acquisition. Current Directions in Psychological science, 9, 40-45.
Bloom, L. (1998). Language acquisition in its developmental context. In D. Kuhn and R. S. Siegler (Eds.), Handbook of child psychology, vol 2, Cognition, perception, and language.
Bremner, J. G. (1994). Infancy (2nd ed.). Oxford, England, & Cambridge, MA: Blackwell.
Bruner, J. (1974/1975). From communication to language. Cognition, 3, 255-287.
Debaryche, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461
Deckner, D. F., Adamson, L. B., & Bakeman, R.(2006). Child and maternal contribution to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31-41.
Eimas, P. D. (1975). Speech perception in early infancy. In. L. B. Cohen and P. Salapatek (Eds.). Infant Perception : from sensation to cognition, vol, 2. Perception of space, speech and sound. New York: Academic Press.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 174-187.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children., Baltimore: Brookes.
Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E. (1987). Incidental acquisition of word meanings from expositions with varied text features. Reading Research Quarterly, 23, 263-284.
Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418-433.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374.
Jackson, N. E., Donaldson, G. W., & Cleland, L. N. (1988). The structure of precocious reading ability. Journal of Educational Psychology, 80, 234-243.
Jusczyk, P. W. (2002). Language development : from speech perception to first words. In A. Slater & M. Lewis (Eds.), Introduction to infant development. Oxford University Press: New York.
Jusczyk. P. W., & Aslin, R. N. (1995). Infants' detection of sound patterns of words in fluent speech. Cognitive Psychology, 29, 1-23.
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
Lamb, M, E., Bornstein, M. H., & Teti, D. M. (2002). Development in infancy: An introduction(4th eds.). Mahwah, NJ: Lawrence Earlbaum Associates.
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is emperor really naked? Developmental Review, 14, 303-323.
Mandel, D. R., Jusczyk, P. W., & Pisoni, D. B. (1995). Infants' cognition of the sound patterns of their own names. Psychological Science, 6, 315-318.
Marcus, G. F., Vijayan, S., Bandi Rao, S., & Vishton, P. M. (1999). Rule-learning in seven-month-old infants. Science, 283, 77-80.
Markman, E. (1989). Categorization in children: Problems of induction. Cambridge, MA: MIT Press, Bradford Books.
Markman, E., & Hutchinson, J. E. (1984). Children's sensitivity to constraints on word meaning: Taxonomic vs. thematic relations. Cognitive Psychology, 16, 1-27.
Miller, G., & Gildea, P. (1987). How children learn words. Scientific American, 27, 94-99.
Morgan, J., & K. Demuth. (1996). Signal to syntax: An overview. In J. Morgan and K. Demuth (Eds.), Signal to Syntax: Bootstrapping from Speech to Grammar in Early Acquisition(pp. 1-22). Mahwah, N.J.: Lawrence Erlbaum Associates.
Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19, 445-451.
O'Brien, I., Segalowitz, N., Collentine, J., & Freed, B. (2006). Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners. Applied Psycholoinguistics, 27, 377-402.
Senechal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138.
Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.
Snow, C. E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. teale and E. Sulzby (Eds.), Emergent literacy: Writing and reading. Norwood, NJ.: Ablex.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Sulzby, E., & Teale, W. H. (1987). Young children's storybook reading: Longitudinal study of parent-child interaction and children's independent function (Final report to the Spencer Foundation). Ann Arbor, Michigan(ERIC Document Reproduction Service No. ED 334541).
Tomasello, M. (1992). The social bases of language acquisition. Social Development, 1, 67-87.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning, Developmental Psychology, 37, 265-279.