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Model 2: A multiple regression analysis including immediate narrative memory (predictor), listening comprehension and reading accuracy (mediators), linguistic status (moderator) and reading comprehension (outcome). Notes. * p < 0.05; ** p < 0.01. Dashed lines indicate the moderating effect of linguistic status. Parents' years of education were not represented to avoid cluttering the figure. Standardised betas for this covariate were .14 (p = 0.10) for listening comprehension, 0.13 (p = 0.22) for text reading accuracy and 0.11 (p = 0.28) for reading comprehension.
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This study explored how working memory resources contributed to reading comprehension using tasks that focused on maintenance of verbal information in the phonological store, the interaction between the central executive and the phonological store (WMI), and the storage of bound semantic content in the episodic buffer (immediate narrative memory)....
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... results of Model 2 (immediate narrative memory as predictor) are shown in Fig- ure 2. Immediate narrative memory exerted a positive effect on listening comprehension. ...
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... El buffer episódico de la memoria de trabajo actúa como un mecanismo que facilita el acceso a la memoria a largo plazo, posibilitando que la información que se registra durante la lectura se conecte con la memoria semántica y episódica para alcanzar dicho propósito. (46,47) La relevancia de la memoria de trabajo en la comprensión lectora se respalda cada vez más y se afianza mediante pruebas empíricas de la neuropsicología, la neurociencia y la psicología experimental. Una posible explicación de esta tendencia podría ser la estrecha correlación existente entre la memoria de trabajo y la inteligencia. ...
Introducción: la capacidad para comprender el texto escrito resulta de suma importancia para el progreso educativo en la secundaria, dado que la mayor parte del contenido académico se presenta en este formato, tanto en versiones impresas como digitales. Enfoques teóricos y estudios empíricos recientes en psicología y neurociencia han dirigido su interés hacia modelos explicativos de la comprensión lectora que incluyen elementos motivacionales, neuropsicológicos y metacognitivos. Objetivo: analizar mediante ecuaciones estructurales los efectos multivariados de factores motivacionales, neuropsicológicos y metacognitivos sobre la comprensión lectora en un grupo de adolescentes estudiantes de bachillerato con dificultades de la lectura. Métodos: se realizó un estudio cuantitativo, observacional, de corte transversal con una muestra de 200 estudiantes con edades entre los 11 y los 18. Medidas utilizadas: Escala de Motivación Académica y Estilos Atribucionales, Inventario de Conciencia Metacognitiva de Estrategias de Lectura, Subprueba de Retención de Dígitos en Regresión, Test de Atención d2, y Test de Comprensión Lectora Inferencial. Resultados: solo la memoria de trabajo mostró un efecto directo estadísticamente significativo sobre la comprensión lectora. Aunque la motivación académica, la atención selectiva y la metacognición no tuvieron efectos estadísticamente significativos obre la comprensión lectora sí se presentaron efectos estadísticamente significativos entre sí. Conclusiones: aunque solo la memoria de trabajo tuvo un efecto sobre la comprensión lectora, pudo revelarse un circuito en el que están asociadas otras variables motivacionales, cognitivas y metacognitivas.
... Отмечается, что ингибирующий контроль не является преимуществом билингвов (Paap & Greenberg, 2013;Paap et al., 2014;Park et al., 2019) и даже становится билингвальной трудностью (Johann et al., 2022;Paap & Greenberg, 2013;Paap et al., 2014). В свою очередь, задействованная в ходе решения задач рабочая память не получает значимых различий в языковых группах (Orsolini et al., 2022). Выявленные факты внесли сомнения по поводу билингвального преимущества (Antoniou, 2023), что усилило необходимость в построении единой логики и структуры дальнейших трансдисциплинарных лабораторных исследований с научно обоснованными гипотезами для получения достоверных результатов в разных полилингвальных контекстах (Khotinets & Medvedeva, 2019). ...
The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic. To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children's version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist's toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling). The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.
... Some studies have explored the role of WM on reading comprehension in children with learning disabilities and found a positive correlation between WM level and reading comprehension (Nicolielo-Carrilho et al., 2018). Studies based on normal participants have also confirmed the correlation between WM and reading comprehension (Peng et al., 2018;Shin et al., 2019;Hijikata and Koizumi, 2021;Huang et al., 2022;Orsolini et al., 2023). Loosli et al. (2012) conducted WM training with normal children and found that the training improved their English reading comprehension. ...
With the development of educational cognitive neuroscience, language instruction is no longer perceived as mechanical teaching and learning. Individual cognitive proficiency has been found to play a crucial role in language acquisition, particularly in the realm of reading comprehension. The primary objective of this study was to investigate two key aspects: firstly, to assess the predictive effects of the central executive (CE) on the Chinese reading comprehension scores of Chinese primary school students, and secondly, to explore the influence of CE training on the Chinese reading comprehension performance of Chinese primary school students. Chinese primary school students were recruited as participants. Experiment 1 used a Chinese N-back task, a Chinese Stroop task, and a number-pinyin conversion task to investigate the predictive effect of the CE components on Chinese reading comprehension. Experiment 2, based on the results of Experiment 1, used the Chinese character N-back training to explore the influence of updating training on Chinese reading comprehension. The findings from Experiment 1 underscored that CE had a predictive effect on Chinese reading comprehension scores. And updating had a prominent role in it. Experiment 2 revealed that the experimental group exhibited an enhancement in their updating performance following N-back training. Although the reading comprehension performance of the two groups after training did not produce significant differences in total scores, the experimental group showed maintained and higher microscopic reading comprehension scores than the control group in the more difficult post-test. In summary, this study yields two primary conclusions: (1) CE was able to predict Chinese reading comprehension scores. Updating has an important role in prediction. (2) Updating training enhances students’ updating performance and positively influences students’ Chinese microscopic reading comprehension performance.
... Although many authors, e.g., [24,25], have expressed that statistically controlling for this variable is the most appropriate approach, others have claimed that SES is a specific feature of the population of interest [26] and that discrepancies in SES between monolingual and bilingual populations reflect variations in attentional disengagement [19,27,28]. A recent study by Orsolini et al. [29] investigated the role of working memory in reading comprehension between monolingual and bilingual Italian children. The results showed that working memory supported reading comprehension only indirectly. ...
... However, it does not appear to apply to elementary school students. A study found that monolingual children's comprehension of an oral text was strongly related to their working memory skills; however, bilingual children showed no indirect effect of working memory on their reading comprehension [29]. ...
... Orsolini et al. produced similar results in their recent study [29] investigating reading comprehension in monolingual and bilingual children. Monolingual children's comprehension of an oral text was strongly associated with working memory, while bilingual children showed no indirect working memory effect on reading comprehension [29]. As executive attention has historically been closely linked to working memory, this result raises questions about the assumption that multilingualism improves executive attention ...
For decades, researchers have suggested the existence of a bilingual cognitive advantage, especially in tasks involving executive functions such as inhibition, shifting, and updating. Recently, an increasing number of studies have questioned whether bilingualism results in a change in executive functions, highlighting conflicting data published in the literature. The present study compared the performance of third-, fourth-, and fifth-grade bilingual and monolingual children on attentional and cognitive tasks. The participants were 61 monolingual and 74 bilingual children (M = 114.6 months; SD = 8.48 months) who were tested on two versions of the attention network task (ANT), with and without social stimuli, as well as tests investigating working memory, short-term memory, narrative memory, and receptive vocabulary. Data on families’ socioeconomic status and children’s reasoning abilities were also collected. The results showed that bilingualism and socioeconomic status affected attentional networks in tasks involving social stimuli. In tasks involving non-social stimuli, socioeconomic status only affected the alerting and executive conflict networks. Consistent with the literature, a positive relationship emerged between socioeconomic status and executive control in the context of social stimuli, and a negative relationship emerged between socioeconomic status and the alerting network in the context of non-social stimuli. Interestingly, neither socioeconomic status nor social attentional networks correlated with working memory. Therefore, although more investigations are required, the results suggest that differences in social contexts mainly affect attentional functions.
... Although many authors [e.g., 25,26] have expressed that statistically controlling for this variable is the most appropriate approach, others have claimed that SES is a specific feature of the population of interest [27], and that discrepancies in SES between monolingual and bilingual populations reflect variations in attentional disengagement [19,28,29]. A recent study by Orsolini et al [30] investigated the role of working memory in reading comprehension between monolingual and bilingual Italian children. The results showed that working memory supported reading comprehension only indirectly. ...
... However, it does not appear to apply to elementary school students. A study found that monolingual children's comprehension of an oral text was strongly related to their working memory skills; however, bilingual children showed no indirect effect of working memory on their reading comprehension [30]. ...
... Orsolini et al. produced similar results in their recent study [30] investigating reading comprehension in monolingual and bilingual children. Monolingual children's comprehension of an oral text was strongly associated with working memory, while bilingual children showed no indirect working memory effect on reading comprehension [30]. ...
For decades, researchers have suggested the existence of a bilingual cognitive advantage, especially in tasks involving executive functions such as inhibition, shifting, and updating. Recently, an increasing number of studies have questioned whether bilingualism results in change in executive functions, highlighting conflicting data published in the literature. The present study compared the performance of third-, fourth-, and fifth-grade bilingual and monolingual children on attentional and cognitive tasks. Participants were 61 monolingual and 74 bilingual children (M = 114.6 months; SD = 8.48 months) who were tested on two versions of the Attention Network Task (ANT), with and without social stimuli, as well as tests investigating working memory, short-term memory, narrative memory, and receptive vocabulary. Data on families’ socioeconomic status and children’s reasoning abilities were also collected. The results showed that bilingualism and socioeconomic status affected attentional networks in tasks involving social stimuli. In tasks involving non-social stimuli, socioeconomic status only affected the alerting and executive conflict networks. Consistent with the literature, a positive relationship emerged between socioeconomic status and executive control in the context of social stimuli, and a negative relationship emerged between socioeconomic status and the alerting network in the context of non-social stimuli. Interestingly, neither socioeconomic status nor social attentional networks correlated with working memory. Therefore, although more investigations are required, the results suggest that differences in social contexts mainly affect attentional functions.
... In fact, some studies show that there is not a simple correlation between reading comprehension and language abilities, but that the latter are a predictive indicator of the former (Melby- Lervåg & Lervåg, 2014;Papastefanou et al., 2021). Different are the findings from longitudinal studies of TD bilingual children in Canada, which suggested that bilinguals have similar abilities to monolinguals in terms of reading comprehension (Orsolini et al., 2022). The case of Canada is notable, since bilinguals receive similar language input at school and in the community. ...
... Studies have shown that VWM is correlated with reading comprehension in monolingual children (Orsolini et al., 2022). The connection seems to be more indirect, that is, VWM affects lexical and morphosyntactic development and not reading per se (Raudszus et al., 2018). ...
... There are studies that they do not find a link between VWM and reading comprehension in bilingual children, even though this link is found in the corresponding monolingual group (Orsolini et al., 2022). Studies on VWM in monolingual and bilingual children with dyslexia have shown that their VWM abilities lag behind (Alt et al., 2022) and they seem not to differ because of bilingualism (Vender et al., 2020). ...
