I am currently wrapping up a chapter on 'Working memory as language aptitude: the Phonological/Executive Model', in which I develop the argument based on previous research that phonological WM (PWM) is a language acquisition device that subserves L2 knowledge of vocabulary, formulaic sequences (formula), and morpho-syntactic constructions; while executive WM is a language processing device that regulates and coordinates attentional resources during L2 comprehension and production activities (esp. online and offline processes during the four sub-skills of L2 listening, speaking, reading, and writing) (more can be seen in Wen, 2015, 2016)..
Meanwhile, I also argue that it is better to implement separate WM span tasks for PWM and EWM, such that, the simple (storage-only) version of memory span tasks (e.g., the digit span, nonword span etc.), while complex (storage plus processing) span tasks (e.g., reading span task, operation span task...) should be used to measure EWM (Wen, 2012 & 2014).
These are old stuff, I am also arguing that future EWM tests should focus on more fine-grained (secondary) mechanisms and executive functions of WM. In this case, following Miyake & Friedman (2012), EWM can be demarcated into information updating, task switching, and inhibitory control. I wonder, if anyone can give me more insights, if we want to adopt well-established tasks to measure each of these executive functions in a second language/bilingualism contexts. In other words, what might be the most well-established tasks? The recent paper by Indrarathne & Kormos (2018) has provided a nice reference and a good example. Still, I wish to check if there are other key references that I can refer to (esp from cognitive psychology or psycholinguistics). For now, I am arguing for adopting the 'Running memory span' task (Bunting et al., 2006) or the 'Keep track task' for measuring updating; Task switching numbers (Linck et al., 2013) or the 'Plus minus task' for measuring task switching; Antisacade or the Stroop task for measuring inhibitory control. How would these sound (advantages and disadvantages?).
Shall be very grateful if anyone can offer me some insights or refer me to some key references (I've got some in my own repertoire of references provided in other projects, which is available for all to download), but still wish to hear more for my consideration.
Thanks in advance for your input!
Edward
A resource I came across the other day was "A Compendium of Neuropsychological Tests Administration, Norms, and Commentary" Strauss, Sherman and Spreen (2006).
It has a section which covers your various assessment areas, including Executive Functioning, and offers information on a number of well established tests for each area. What you may find particularly helpful is that it highlights the exact core processes and components that each test measures in each area. For example the D-KEFS complete battery looks at the following key processes associated with Executive Functioing:
- Set-shifting/switching/inhibition
- Response generation
- Concept formation
- Categorization, effective use of feedback
- Deductive reasoning, integration of information
- Planning, rule learning
- Response (design) generation
Hope that helps!
Dear all,
Many great thanks to you all for the nice answers or for the interest in this question as followers. I am glad to say that I have finished the chapter on 'Working memory as language aptitude', and it will be published in our forthcoming volume on 'Language aptitude: Advancing theory, testing, research and practice” which hopefully will be published around March 2019 (do keep an eye on that project.
That said, I am now co-authoring with Alan Juffs from Pittsburgh on a new chapter on "Measuring working memory" to be included in an edited volume "The Routledge Handbook of Second Language Acquisition and Testing". So, the answers to this question posted here are still very much welcomed!
Thanks,
Edward
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