Description
Title: The Function of Working Memory in the Formation of Written Sentences
Abstract: Previous studies have shown that to prepare a term with physical notions and referents that can be visualized in one’s mind, and one has to have limited visual working memory capacities. “On the other hand, to properly encode concepts, such as lexical items, inside a syntactic framework, one has to have adequate verbal working memory. We were able to demonstrate a twofold dissociation of these two stores of working memory by altering the difficulty of (1) planning by comparing related to unrelated ideas and (2) encoding the grammar of an English sentence in the active voice as opposed to the more complicated structure of the passive voice. College students (N = 46)” participated in verbal or visual distracting activities while concurrently creating sentences that needed to include two noun cues. The exercises may be done in either order (related versus unconnected). Furthermore, instructions on composing sentences using either an active or passive voice were given to each group differently. The researchers were taken aback by the findings, which demonstrated that connected notions, thought to make planning easier, actually imposed higher stress on verbal working memory than visual work memory. The time-dependent dynamics of the sentence-production process appear to provide the most satisfactory explanation for the unexpected findings.
Keywords: “sentence generation, sentence planning, working memory
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Subject: ELT – English Language Teaching
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