The Effect of Cognitive Control on Different Types of Auditory Distraction

2017 ◽  
Vol 64 (5) ◽  
pp. 359-368 ◽  
Author(s):  
Raoul Bell ◽  
Jan P. Röer ◽  
John E. Marsh ◽  
Dunja Storch ◽  
Axel Buchner
Keyword(s):  
Pilot Study ◽  
Short Term Memory ◽  
Auditory Distraction ◽  
Short Term ◽  
Term Memory ◽  
Order Processing ◽  
State Effect ◽  
Different Types ◽  
Stimulus Materials ◽  
Deviation Effect

Abstract. Deviant as well as changing auditory distractors interfere with short-term memory. According to the duplex model of auditory distraction, the deviation effect is caused by a shift of attention while the changing-state effect is due to obligatory order processing. This theory predicts that foreknowledge should reduce the deviation effect, but should have no effect on the changing-state effect. We compared the effect of foreknowledge on the two phenomena directly within the same experiment. In a pilot study, specific foreknowledge was impotent in reducing either the changing-state effect or the deviation effect, but it reduced disruption by sentential speech, suggesting that the effects of foreknowledge on auditory distraction may increase with the complexity of the stimulus material. Given the unexpected nature of this finding, we tested whether the same finding would be obtained in (a) a direct preregistered replication in Germany and (b) an additional replication with translated stimulus materials in Sweden.

scholarly journals Age differences in the irrelevant sound effect: A serial recognition paradigm

Psihologija ◽  
2015 ◽  
Vol 48 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Helene Schwarz ◽  
Sabine Schlittmeier ◽  
Annette Otto ◽  
Malte Persike ◽  
Maria Klatte ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Recognition Task ◽  
Auditory Distraction ◽  
Short Term ◽  
Sound Effect ◽  
Term Memory ◽  
Irrelevant Sound ◽  
State Effect ◽  
Irrelevant Sound Effect

In adults, the disrupting effect of irrelevant background sounds with distinct temporalspectral variations (changing-state sounds) on short-term memory performance was found to be robust. In the present study, a verbal serial recognition task was used to investigate this so-called Irrelevant Sound Effect (ISE) in adults and 8- to 10-year-old children. An essential part of the short-term memory impairment during changing-state speech is due to interference processes (changing-state effect) which can be differentiated from the deviation effect of auditory distraction. In line with recent findings (Hughes et al., 2013), our study demonstrates that the changing-state effect is not modulated by task difficulty. Moreover, our results show that the changing-state effect remains stable for children and adults. This suggests that the differences in the magnitude of the ISE as reported by Elliott (2002) and Klatte et al. (2010) are most likely related to the increase in attentional control during childhood.

scholarly journals A bilingual advantage in memory capacity: Assessing the roles of proficiency, number of languages acquired and age of acquisition

2020 ◽  
Author(s):  
Ezequiel Martin Durand López
Keyword(s):  
Short Term Memory ◽  
Age Of Acquisition ◽  
Memory Capacity ◽  
Span Task ◽  
Visuospatial Memory ◽  
Short Term ◽  
Term Memory ◽  
Bilingual Advantage ◽  
Different Types ◽  
L2 Learners

This study examines whether different types of bilingualism modulate memory capacity differently. More specifically, the study assesses the effects of age of acquisition, number of languages acquired and proficiency in the L2 on phonological short-term memory, visuospatial memory and semantic memory.DesignMemory capacity was measured by means of three tasks: digit span task (phonological short-term memory), Corsi block task (visuospatial memory) and word span task (semantic memory). Participants were divided into five groups based on the number of languages acquired, age of acquisition and proficiency: monolinguals, intermediate L2 learners, advanced L2 learners, simultaneous bilinguals and multilinguals.Data and analysisAnalyses of variance were used to analyze participants’ scores for each of the memory tasks.Findings and conclusionsFor the word span task, no significant differences were found among the groups, which supports the notion that semantic memory is language independent. Furthermore, intermediate and advanced L2 learners and multilinguals presented significantly higher phonological short-term memory spans compared to simultaneous bilinguals. Finally, intermediate L2 learners and multilinguals significantly outperformed monolinguals on visuospatial memory spans. Results suggest that L2 acquisition might strengthen both visuospatial and phonological short-term memory, which in turn tend to improve as L2 proficiency increases.OriginalityWhile previous studies have provided evidence of a bilingual advantage in memory capacity, these studies have generally grouped different types of bilinguals together (e.g., L2 leaners and heritage speakers). This study takes a step forward by examining differences on memory capacity across different types of bilinguals and in comparison to their monolingual peers in order to better understand the cognitive effects of bilingualism.Significance and implicationsWhen considering age of acquisition, number of languages acquired and proficiency as grouping factors, different effects of bilingualism on memory capacity can be observed. Future studies on this matter should include bilingual participants that are comparable with regard to the aforementioned variables.

Distinct rCBF Pattern During Different Types of Short-Term Memory Activation

1985 ◽  
pp. 81-87 ◽  
Author(s):  
Z. Mubrin ◽  
S. Knežević ◽  
B. Barac ◽  
N. Gubarev ◽  
M. Lazić ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Different Types ◽  
Memory Activation

Meaningful Versus Meaningless Sounds and Words

2021 ◽  
pp. 1-14
Author(s):  
Justyna Olszewska ◽  
Amy Hodel ◽  
Andrzej Falkowski ◽  
Bernadette Woldt ◽  
Hanna Bednarek ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Response Strategy ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Different Types ◽  
Performance Patterns ◽  
Linguistic Material

Abstract. The current study assessed memory performance for perceptually similar environmental sounds and speech-based material after short and long delays. In two studies, we demonstrated a similar pattern of memory performance for sounds and words in short-term memory, yet in long-term memory, the performance patterns differed. Experiment 1 examined the effects of two different types of sounds: meaningful (MFUL) and meaningless (MLESS), whereas Experiment 2 assessed memory performance for words and nonwords. We utilized a modified version of the classical Deese–Roediger–McDermott ( Deese, 1959 ; Roediger & McDermott, 1995 ) procedure and adjusted it to test the effects of acoustic similarities between auditorily presented stimuli. Our findings revealed no difference in memory performance between MFUL and MLESS sounds, and between words and nonwords after short delays. However, following long delays, greater reliance on meaning was noticed for MFUL sounds than MLESS sounds, while performance for linguistic material did not differ between words and nonwords. Importantly, participants' memory performance for words and nonwords was accompanied by a more lenient response strategy. The results are discussed in terms of perceptual and semantic similarities between MLESS and MFUL sounds, as well as between words and nonwords.

scholarly journals A bilingual advantage in memory capacity: Assessing the roles of proficiency, number of languages acquired and age of acquisition

2020 ◽  
pp. 136700692096571
Author(s):  
Ezequiel M. Durand López
Keyword(s):  
Semantic Memory ◽  
Short Term Memory ◽  
Age Of Acquisition ◽  
Memory Capacity ◽  
Span Task ◽  
Visuospatial Memory ◽  
Short Term ◽  
Term Memory ◽  
Different Types ◽  
L2 Learners

Aims and objectives: This study examines whether different types of bilingualism modulate memory capacity differently. More specifically, the study assesses the effects of age of acquisition, number of languages acquired and proficiency in the second language (L2) on phonological short-term memory, visuospatial memory and semantic memory. Design: Memory capacity was measured by means of three tasks: the digit span task (phonological short-term memory); the Corsi block task (visuospatial memory); and the word span task (semantic memory). Participants were divided into five groups based on the number of languages acquired, age of acquisition and proficiency: monolinguals, intermediate L2 learners, advanced L2 learners, simultaneous bilinguals and multilinguals. Data and analysis: Analyses of variance were used to analyze participants’ scores for each of the memory tasks. Findings and conclusions: For the word span task, no significant differences were found among the groups, which supports the notion that semantic memory is language independent. Furthermore, intermediate and advanced L2 learners and multilinguals presented significantly higher phonological short-term memory spans compared to simultaneous bilinguals. Finally, intermediate L2 learners and multilinguals significantly outperformed monolinguals on visuospatial memory spans. Results suggest that L2 acquisition might strengthen both visuospatial and phonological short-term memory, which in turn tend to improve as L2 proficiency increases. Originality: While previous studies have provided evidence of a bilingual advantage in memory capacity, these studies have generally grouped different types of bilinguals together (e.g., L2 leaners and heritage speakers). This study takes a step forward by examining differences in memory capacity across different types of bilinguals and in comparison to their monolingual peers in order to better understand the cognitive effects of bilingualism. Significance and implications: When considering age of acquisition, number of languages acquired and proficiency as grouping factors, different effects of bilingualism on memory capacity can be observed. Future studies on this matter should include bilingual participants that are comparable with regard to the aforementioned variables.

scholarly journals THE EFFECTIVENESS OF CHUNKING METHODS FOR ENHANCING SHORT-TERM MEMORY OF TEXTUAL INFORMATION

2021 ◽  
Vol 57 (9) ◽  
pp. 6313-6327
Author(s):  
Piwat Suppawittaya, Pratchayapong Yasri
Keyword(s):  
High School Students ◽  
Short Term Memory ◽  
Computational Thinking ◽  
Single Type ◽  
Short Term ◽  
School Students ◽  
Textual Information ◽  
Term Memory ◽  
Educational Implications ◽  
Different Types

The effectiveness of students’ memorization of textual information was investigated in this study with 50 high school students. The information was presented to the participants in three different types: 10 distinct alphabets, 10 distinct numbers, and a combination of 5 distinct alphabets and 5 distinct numbers. This information was divided into three different chunking methods: One-Chunk where the whole information was told all at once, Two-Chunks where the information was divided into 5 and 5, and Three-Chunks where the information was delivered in 3-3-4, 4-3-3, and 3-4-3 fashions. The statistical results revealed that a single type of information (either all alphabets or all numbers) was found to be easier to recall than the combined information. Furthermore, dividing the information into two or three chunks was found to enhance human memorization more significantly. In addition, the study showed that when a combined type of information was shown, grouping the information into two chunks was more effective to enhance short-term memory than providing it in one chunk. Educational implications can be drawn from this study that in order to assist students to memorize and retain learning materials more effectively, it is essential to help classify them into 2-3 groups when being delivered. Also, learning should emphasize more on how to help students learn to take in information more effectively by themselves through the use of tree thinking, binary thinking, and computational thinking.

Sign in / Sign up

Export Citation Format

Share Document