{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,20]],"date-time":"2025-11-20T12:35:36Z","timestamp":1763642136114},"reference-count":48,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2016,10,17]],"date-time":"2016-10-17T00:00:00Z","timestamp":1476662400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2016,11]]},"abstract":"<jats:p>Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this \u2018phonological deficit\u2019 in dyslexia has been investigated with tasks using single\u2010syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short\u2010term memory have not yet been investigated. Here we create a new instrument based on three\u2010syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effects on short\u2010term memory. We study participants with dyslexia and age\u2010matched and younger reading\u2010level\u2010matched typically developing controls. We find that all participants, including dyslexic participants, show prosodic similarity effects in short\u2010term memory. All participants exhibited better retention of words that differed in prosodic structure, although participants with dyslexia recalled fewer words accurately overall compared to age\u2010matched controls. Individual differences in prosodic memory were predicted by earlier vocabulary abilities, by earlier sensitivity to syllable stress and by earlier phonological awareness. To our knowledge, this is the first demonstration of prosodic similarity effects in short\u2010term memory. The implications of a prosodic similarity effect for theories of lexical representation and of dyslexia are discussed. \u00a9 2016 The Authors. <jats:italic>Dyslexia<\/jats:italic> published by John Wiley &amp; Sons Ltd.<\/jats:p>","DOI":"10.1002\/dys.1535","type":"journal-article","created":{"date-parts":[[2016,10,18]],"date-time":"2016-10-18T03:53:05Z","timestamp":1476762785000},"page":"287-304","source":"Crossref","is-referenced-by-count":13,"title":["Prosodic Similarity Effects in Short\u2010Term Memory in Developmental Dyslexia"],"prefix":"10.1002","volume":"22","author":[{"given":"Usha","family":"Goswami","sequence":"first","affiliation":[{"name":"University of Cambridge Department of Psychology  Cambridge UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lisa","family":"Barnes","sequence":"additional","affiliation":[{"name":"University of Cambridge Department of Psychology  Cambridge UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Natasha","family":"Mead","sequence":"additional","affiliation":[{"name":"University of Cambridge Department of Psychology  Cambridge UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Alan James","family":"Power","sequence":"additional","affiliation":[{"name":"University of Cambridge Department of Psychology  Cambridge UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Victoria","family":"Leong","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2016,10,17]]},"reference":[{"key":"e_1_2_6_2_1","first-page":"47","volume-title":"Recent advances in the psychology of learning and motivation","author":"Baddeley A. 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