The Role of Verbal Working Memory in New Word Learning in Toddlers 24 to 30 Months Old

Introduction. The ability of children to develop language harmoniously rests in large part on their capability to learn new words at a very fast pace and with minimal exposure. This capacity develops during their second year of life and depends on working memory and on existing word knowledge. According to the model of working memory proposed by Baddeley and Hitch (1974, 2000) as a framework to examine the acquisition of new words, one of the sub­ systems of working memory, the phonological loop is responsible for processing and storing new verbal material. As such, the phonological loop plays a central role in the acquisition of unfamiliar sound sequences such as new words. The relationship between the role of the phonological loop and the role of existing word knowledge in word learning develops over time. Research has shown that the capacity of the phonological loop plays a central role in vocabulary acquisition. Although vocabulary acquisition is extremely rapid in children two years of age, the vast majority of studies have examined this relationship in children beyond the age of four. The purpose of this study this study was to evaluate the relative contribution of phonological loop capacity and of existing word knowledge to the ability of children 24-30 months to learn new words.