ABSTRACT
This chapter tries to ®nd explanations for the often-replicated statistical relationship between performance in phonological short-term memory tasks and learning of new vocabulary in both laboratory and real-world settings. First, the contribution of sensory memory to phonological short-term memory is explored by discussing a set of event-related potential data. Those results were formerly interpreted to show better auditory discrimination between minimally different syllables by a group of children who also were better at pseudoword repetition and at learning novel word forms.
