par Demoulin, Catherine 
Référence Seminar series of the Center for Cognition and Neurosciences / CONNEX (June 3, 2015: Brussels)
Publication Non publié, 2015-06-03
Référence Seminar series of the Center for Cognition and Neurosciences / CONNEX (June 3, 2015: Brussels)
Publication Non publié, 2015-06-03
Communication à un colloque
| Résumé : | Whereas the consequences of literacy on cognition have received little attention, a substantial body of work exists on the early predictors of reading acquisition. Among these predictors, it has been argued that verbal short-term memory (STM) or, more broadly, working memory (WM) capacities play a critical role in successful reading achievement. However, most researchers in this field have investigated this issue in a unidirectional way, neglecting the contribution that the acquisition of reading might make to the development of WM processes and language representations. This talk, therefore, aims to: (1) critically present some of the relevant data arguing for a causal link between verbal STM or WM and later reading skills; (2) review the data suggesting a converse link, namely a role of learning to read on the development of WM or verbal STM; (3) discuss the potential mechanisms by which literacy might influence memory representations and strategies used in STM. |
