THE ROLE OF MEMORY AND LANGUAGE IN SCIENCE LEARNING: A NEUROPSYCHOLOGICAL PERSPECTIVE
DOI:
https://doi.org/10.31849/g2z9y016Keywords:
Memory, Language Ability, Science LearningAbstract
The development of elementary school children's language skills is greatly influenced by memory function, particularly working memory and phonological memory, which play a role in storing and processing verbal information. This study aims to examine the relationship between memory capacity and language skills by synthesizing empirical research results from various recent studies. The method used is a systematic literature review with descriptive qualitative analysis based on a search of relevant scientific articles published within a specified year range. The synthesis results show a consistent relationship between memory function and language performance, indicating that higher memory capacity supports children's sentence comprehension, word production, syntactic processing, and inferential abilities. Several studies in the literature review demonstrate the effectiveness of memory training interventions in improving linguistic performance, especially in children with language barriers. The implications of this research indicate the importance of integrating memory stimulation into the language learning process in elementary schools and the need for a more targeted cognitive intervention approach to support children's language development and academic readiness.
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