Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- 3 The Evolution of Working Memory and Language
- 4 The Phonological Loop as a “Language Learning Device”
- 5 The Embedded-Processes Model and Language Use
- 6 Long-Term Working Memory and Language Comprehension
- 7 The Cognitive Neuroscience of Working Memory and Language
- 8 Computational Models of Working Memory for Language
- 9 The Time-Based Resource Sharing Model of Working Memory for Language
- 10 The Ease of Language Understanding Model
- 11 Assessing Children’s Working Memory
- 12 Measuring Individual Differences in Working Memory Capacity and Attention Control and Their Contribution to Language Comprehension
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- Part VII Conclusion
- Index
- References
10 - The Ease of Language Understanding Model
from Part II - Models and Measures
Published online by Cambridge University Press: 08 July 2022
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- 3 The Evolution of Working Memory and Language
- 4 The Phonological Loop as a “Language Learning Device”
- 5 The Embedded-Processes Model and Language Use
- 6 Long-Term Working Memory and Language Comprehension
- 7 The Cognitive Neuroscience of Working Memory and Language
- 8 Computational Models of Working Memory for Language
- 9 The Time-Based Resource Sharing Model of Working Memory for Language
- 10 The Ease of Language Understanding Model
- 11 Assessing Children’s Working Memory
- 12 Measuring Individual Differences in Working Memory Capacity and Attention Control and Their Contribution to Language Comprehension
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- Part VII Conclusion
- Index
- References
Summary
To conceptualize the communicative role of working memory (WM), the Ease-of-Language Understanding (ELU) model was proposed (e.g., Rönnberg, 2003; Rönnberg et al., 2008, 2013, 2019, 2020). The model states that ease of language understanding is determined by the speed and accuracy with which the signal is matched to existing multimodal language representations. When matching is fast and complete, language understanding is effortless; this process may be facilitated by predictions based on the contents of WM. However, when the contents of the language signal mismatches with existing representations, WM is triggered to access knowledge in semantic long-term memory (SLTM) and personal experience from episodic long-term memory (ELTM) – promoting inference-making and postdictions in WM. The interplay between WM and LTM is fundamental to language understanding; its efficiency becomes apparent in adverse conditions and its breakdown may explain cognitive decline and dementia. Empirical support, limitations, and future studies will be discussed.
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- The Cambridge Handbook of Working Memory and Language , pp. 197 - 218Publisher: Cambridge University PressPrint publication year: 2022
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