Distractor frequency effects in picture-word interference tasks with vocal and manual responses

Differences in real ear sound pressure levels (SPLs) with three portable stereo system (PSS) earphones (supraaural [Sony Model MDR-44], semiaural [Sony Model MDR-A15L], and insert [Sony Model MDR-E225]) were investigated. Twelve adult men served as subjects. Frequency response, high frequency average (HFA) output, peak output, peak output frequency, and overall RMS output for each PSS earphone were obtained with a probe tube microphone system (Fonix 6500 Hearing Aid Test System). Results indicated a significant difference in mean RMS outputs with nonsignificant differences in mean HFA outputs, peak outputs, and peak output frequencies among PSS earphones. Differences in mean overall RMS outputs were attributed to differences in low-frequency effects that were observed among the frequency responses of the three PSS earphones. It is suggested that one cannot assume equivalent real ear SPLs, with equivalent inputs, among different styles of PSS earphones.

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Writing in Aphasia Rehabilitation: Cursive vs Manuscript

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4104.523 ◽

1976 ◽

Vol 41 (4) ◽

pp. 523-529 ◽

Cited By ~ 3

Author(s):

Daniel R. Boone ◽

Harold M. Friedman

Keyword(s):

Correct Response ◽

The Other ◽

Read Aloud ◽

Writing Style ◽

Reading And Writing ◽

Manual Responses ◽

Significant Difference ◽

Written Form ◽

The Individual ◽

Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

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Experience Matters

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000423 ◽

2020 ◽

Vol 228 (4) ◽

pp. 254-263 ◽

Cited By ~ 1

Author(s):

Pedro S. Mendes ◽

Karlos Luna ◽

Pedro B. Albuquerque

Keyword(s):

Word Frequency ◽

High Frequency ◽

Recall Test ◽

Judgments Of Learning ◽

Direct Experience ◽

Frequency Effects ◽

Actual Frequency ◽

Actual Word ◽

High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

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