Developmental Sensitivity to Temporal Grouping Effects in Short-term Memory

1999 ◽  
Vol 23 (2) ◽  
pp. 391-411 ◽  
Author(s):  
John N. Towse ◽  
Graham J. Hitch ◽  
Steven Skeates
Keyword(s):  
Short Term Memory ◽  
Group Structure ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Immediate Recall ◽  
Recall Data ◽  
Developmental Shift ◽  
Temporal Grouping ◽  
Temporal Intervals ◽  
Children's Memory

Four experiments investigate developmental changes in the effect of providing time-based cues to lists for immediate recall. Data both provide a context for adult research and have implications for children’s memory processes. Sets of letters (Experiments 1-3) or numbers (Experiment 4) were presented to children with either regular inter-item temporal intervals (ungrouped lists) or pauses to segment sets (grouped lists). Experiment 1 indicated a developmental shift between 4 and 8 years of age, with an increasing recall bene”t from temporal group structure for visually presented ”xed-length lists. Experiment 2 confirmed the developmental shift with visual presentation using a span procedure, with sensitivity to temporal grouping becoming apparent by the age of 8 years. Experiments 3 and 4 revealed a similar developmental pattern with a span procedure using auditory stimuli. In summary, children capitalise on pauses in visual and auditory material at approximately the same age. There was no evidence that auditory presentation induces a fundamentally different grouping process or precocious strategy use, contrary to some previous accounts. Data are most consistent with the argument that grouping is a relatively late-developing, strategic process.

Children With Specific Language Impairment

1993 ◽  
Vol 36 (6) ◽  
pp. 1193-1207 ◽  
Author(s):  
Heather K. J. van der Lely ◽  
David Howard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Test Procedure ◽  
Auditory Presentation ◽  
Specific Language ◽  
Immediate Recall ◽  
Significant Difference ◽  
Test Materials ◽  
Verbal Repetition

This study is concerned with characteristics of short-term memory (STM) in children with specific language impairment (SLI). The linguistic requirements of the test procedure, the characteristics of the test materials, and the development of linguistic representations were considered. Two experimental tasks were used: a verbal-repetition and a picture-pointing procedure. The tasks used auditory presentation and were designed to explore different underlying processes during immediate recall. The linguistic characteristics of the test materials were designed to explore the influence of semantic, lexical, and phonological factors on STM. Six SLI children (aged 6:1 to 9:6) (years:months) were individually matched on comprehension and expression of language to 17 younger children (age 3:4 to 6:5). Both groups were differentially influenced by the materials as a function of the test procedure. In general, both group and individual analyses found no significant difference between the performance of the SLI children and language-age (LA) controls. The implications of the results in relation to previous findings from investigations of STM and the underlying cause of SLI in children are discussed.

scholarly journals Modality Effects in Free Recall: A Retrieved-Context Account

2022 ◽  
Author(s):  
Jesse Kendall Pazdera ◽  
Michael J. Kahana
Keyword(s):  
Free Recall ◽  
Large Scale ◽  
Temporal Dynamics ◽  
Memory Performance ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Modality Effect ◽  
Modality Effects ◽  
Immediate Recall ◽  
Intrusion Errors

The modality effect refers to the robust finding that memory performance differs for items presented aurally, as compared with visually. Whereas auditory presentation leads to stronger recency performance in immediate recall, visual presentation often produces better primacy performance (the inverse modality effect). To investigate and model these differences, we conducted two large-scale web-based immediate free recall experiments. In both experiments, participants studied visual and auditory word lists of varying lengths and rates of presentation. We observed typical modality and inverse modality effects, while also discovering that participants were more likely to initiate recall from recent items on auditory trials than on visual trials. However, modality effects persisted regardless of the first item recalled. Meanwhile, an analysis of intrusion errors revealed that participants were more likely on visual trials than on auditory trials to erroneously recall words from one list prior. Furthermore, words presented in the same modality as the present list intruded more often than those presented in a different modality. We next developed a retrieved-context account of the modality effect by fitting the Context Maintenance and Retrieval model to data across multiple list lengths. Through our simulations, we demonstrate that the modality effect can be explained by faster contextual drift and stronger context-to-item association formation during auditory presentation, relative to visual. Our modeling shows that modality effects can arise without hypothesizing distinct memory stores for recent and remote information. Finally, we propose that modality effects may derive primarily from the temporal dynamics of stimuli, rather than their modality.

Consequences of a Motor Programming Deficit for Rehearsal and Written Sentence Comprehension

1995 ◽  
Vol 48 (3) ◽  
pp. 536-572 ◽  
Author(s):  
Randi C. Martin ◽  
Carol Blossom-Stach ◽  
Laura S. Yaffee ◽  
W. Frederick Wetzel
Keyword(s):  
Sentence Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Motor Programming ◽  
Auditory Presentation ◽  
Short Term ◽  
Complex Sentences ◽  
Motor Processes ◽  
Peripheral Muscle

The role of central motor processes in rehearsal was investigated by studying a braindamaged patient with a severe articulatory impairment. Evidence is presented that his articulatory impairment is due to a disruption of motor programming rather than to peripheral muscle weakness. Despite his motor programming deficit, the patient showed normal auditory span and evidence of rehearsal for auditorily presented sequences of words. For visual presentation, span was reduced and there was no evidence of rehearsal. Also, the patient showed excellent sentence comprehension for syntactically complex sentences for both auditory and visual presentation. The results imply that central motor processes are not critical for normal short-term memory, at least for auditory presentation, and that reading comprehension does not depend on inner rehearsal.

Is the word length effect in STM entirely attributable to output delay? Evidence from serial recognition

2002 ◽  
Vol 55 (2) ◽  
pp. 353-369 ◽  
Author(s):  
Alan Baddeley ◽  
Dino Chincotta ◽  
Lorenzo Stafford ◽  
David Turk
Keyword(s):  
Word Length ◽  
Short Term Memory ◽  
Recognition Task ◽  
Visual Presentation ◽  
Phonological Loop ◽  
Auditory Presentation ◽  
Length Effect ◽  
Word Length Effect ◽  
Output Factors ◽  
Output Delay

Although it is generally accepted that the word length effect in short-term memory operates through output delay or interference, there is less agreement on whether it also influences performance through its impact on rehearsal. We investigated this issue by studying the effect of word length on recall and on a recognition task in which output delay was controlled. Word sequences were repeated exactly, or with one pair of words reversed. Two experiments using auditory presentation showed clear word length effects for both recall and serial recognition, although the magnitude of the effect tended to be less for recognition. A third experiment using visual presentation studied the effect of articulatory suppression during the recognition test; again we found a clear word length effect. It is concluded that the word length effect can influence retention through both rehearsal and output factors, as proposed by the phonological loop hypothesis.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Rapid Serial Auditory Presentation

2015 ◽  
Vol 62 (5) ◽  
pp. 346-351 ◽  
Author(s):  
Ana Franco ◽  
Julia Eberlen ◽  
Arnaud Destrebecqz ◽  
Axel Cleeremans ◽  
Julie Bertels
Keyword(s):  
Statistical Learning ◽  
Reaction Times ◽  
Visual Presentation ◽  
Detection Task ◽  
Speech Segmentation ◽  
Auditory Presentation ◽  
Indirect Measure ◽  
Speech Stream ◽  
Adult Participants ◽  
Presentation Procedure

Abstract. The Rapid Serial Visual Presentation procedure is a method widely used in visual perception research. In this paper we propose an adaptation of this method which can be used with auditory material and enables assessment of statistical learning in speech segmentation. Adult participants were exposed to an artificial speech stream composed of statistically defined trisyllabic nonsense words. They were subsequently instructed to perform a detection task in a Rapid Serial Auditory Presentation (RSAP) stream in which they had to detect a syllable in a short speech stream. Results showed that reaction times varied as a function of the statistical predictability of the syllable: second and third syllables of each word were responded to faster than first syllables. This result suggests that the RSAP procedure provides a reliable and sensitive indirect measure of auditory statistical learning.

Temporal Grouping, Rehearsal and Short-Term Memory

1969 ◽  
Vol 21 (2) ◽  
pp. 148-155 ◽  
Author(s):  
Joanna Ryan
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Temporal Grouping

The effects of temporal grouping on auditory short-term memory are investigated, using pauses of different lengths to indicate the groups. No quantitative or qualitative differences were found between the shorter and longer pauses. This result, in conjunction with an analysis of the order errors, is used to suggest what kind of processing occurs during the pauses. This processing is selective, recoding the information about order according to position within a group.

Recall following Non-Optimal Tension during Learning

1956 ◽  
Vol 2 (3) ◽  
pp. 437-440
Author(s):  
Richard N. Berry
Keyword(s):  
General Hypothesis ◽  
Immediate Recall ◽  
Muscular Tension ◽  
Recall Data ◽  
Word Lists

This experiment was designed to evaluate the effects on retention of introducing non-optimal muscular tension in the legs during the course of learning 40 words. The tension was introduced during the recitation of the second 10 words. There was a tension group and a no-tension group, each with 30 Ss, in which there was no inter-trial “rest.” There were two corresponding groups in which there was a 1-min. interval between word lists. Analysis of the immediate recall data supports the conclusion that non-optimal tension during learning is directly related to recall scores. This suggests a general hypothesis that tension during learning may bring about poorer recall scores but will not improve recall.

Effect of Context on Transfer of Information from Short- to Long-Term Memory

1974 ◽  
Vol 38 (2) ◽  
pp. 495-501
Author(s):  
Gilbert B. Tunnell ◽  
Philippe R. Falkenberg
Keyword(s):  
Short Term Memory ◽  
Memory Model ◽  
Long Term Memory ◽  
Interference Theory ◽  
Short Term ◽  
Term Memory ◽  
Immediate Recall ◽  
Encoding Specificity ◽  
Transfer Of Information

Manipulation of the context in a short-term memory paradigm produces changes in the ability to recognize the same material from long-term memory 24 hr. later. If immediate recall is accurate, later recognition is improved if this recall is conducted with the same context as occurred at learning. If immediate recall is completely inaccurate, later recognition is improved if this recall is conducted with different context than was present at learning. Short-term recall did not need to be accurate to transfer the learned nonsense trigrams to long-term memory. Manipulation of context 24 hr. after learning had no effect on recognition. Results are discussed in terms of the Waugh and Norman memory model, Tulving's encoding specificity hypothesis, and interference theory.

Immediate and Delayed Recall of Visually Presented Sentences:

2004 ◽  
Vol 51 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Ralf Rummer
Keyword(s):  
Sensory Information ◽  
Visual Presentation ◽  
Phonological Information ◽  
Phonological Representations ◽  
Delayed Recall ◽  
Lexical Priming ◽  
Surface Information ◽  
Sentence Recall ◽  
Immediate Recall ◽  
Normal Reading

Abstract. The lure intrusion effect refers to the observation that lexical priming affects recall of sentences. This effect is taken as evidence against the contribution of surface information, even with immediate sentence recall. Recently, Rummer and Engelkamp (2003a ) demonstrated that this effect, which is usually observed under rapid serial visual presentation (RSVP), does not appear under immediate recall of auditorily presented sentences. This finding indicates that surface information (i.e., phonological or acoustic-sensory information) can contribute to immediate sentence recall. So far, however, the findings do not allow for a decision on whether phonological and/or acoustic-sensory information is used in immediate sentence recall. In order to dissociate the two kinds of surface information, an experiment was conducted in which immediate and delayed recall were tested for sentences that were visually presented for a longer period of time than in RSVP. This kind of presentation should support phonological representations, but does not allow for acoustic-sensory representations. The findings showed a smaller intrusion effect for immediate than for delayed recall. This indicates that, if available, phonological information is involved in immediate sentence recall thereby reducing the lure intrusion effect. Furthermore, the findings support the assumption that the phonological trace provided via RSVP reading is weaker than in normal reading.

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