Effects of Grammaticalness, Presentation Rate, and Message Length on Auditory Short-Term Memory

1969 ◽  
Vol 21 (3) ◽  
pp. 203-208 ◽  
Author(s):  
David Gerver
Keyword(s):  
Short Term Memory ◽  
Presentation Rate ◽  
Short Term ◽  
Term Memory ◽  
Message Length ◽  
Message Structure ◽  
Different Levels

The aim of this study was to demonstrate the effect of message structure, message length, and presentation rate upon auditory short-term memory. Subjects were asked to reproduce in writing messages at different levels of “grammaticalness” (Coleman, 1965) presented through headphones at 3–4 words/sec. or 6–7 words/ sec. There was better recall of the more structured, shorter, and slower messages. The results are discussed in terms of acquisition and encoding of information.

Effect of Recall Condition, Presentation Rate and Retention Interval on Short-Term Memory

1965 ◽  
Vol 16 (3) ◽  
pp. 877-883 ◽  
Author(s):  
Nicholas L. Rohrman ◽  
John C. Jahnke
Keyword(s):  
Free Recall ◽  
Retention Interval ◽  
University Students ◽  
Short Term Memory ◽  
Presentation Rate ◽  
Recall Condition ◽  
Significant Variable ◽  
Order Information ◽  
Short Term ◽  
Term Memory

A total of 300 university students were presented a brief list of non-alphanumeric items and instructed to recall immediately either the items (free recall, FR), the order in which the items were presented (order recall, OR), or both (serial recall, SR). Presentation rate and retention interval were additional experimental variables in Exp. I and II, respectively. In both experiments significant differences in recall were found between FR conditions and the remaining two, which did not differ from each other. More items were recalled at the slow than fas: rate. Retention interval was not a significant variable. Results suggest that retention will improve when order information is eliminated from recall (Brown, 1958), that the recall of item and order information involve at least partially independent memory processes, and that, while the recall of items may proceed independently of the recall of their order, the converse is not true.

Order and Item Information in Short-Term Reordering of Letters

1975 ◽  
Vol 41 (3) ◽  
pp. 971-976 ◽  
Author(s):  
Gilbert J. Harris
Keyword(s):  
Short Term Memory ◽  
Presentation Rate ◽  
Item Information ◽  
Acoustic Similarity ◽  
Short Term ◽  
Term Memory ◽  
Original Order

Subsequent to seeing a sequence of eight letters, 66 subjects were presented with the same letters in a jumbled order. Their task was to reconstruct the original order from the jumbled display. The acoustic similarity of the items as well as the rate of presentation was experimentally manipulated. A decrement in performance for sequences of acoustically similar items, as compared to those consisting of acoustically distinct items, increased as presentation rate decreased. The results were explained in terms of the processing of information about order and the acoustic nature of item information in short-term memory.

Recoding and presentation rate in short-term memory.

1968 ◽  
Vol 76 (4, Pt.1) ◽  
pp. 636-641 ◽  
Author(s):  
Kenneth R. Laughery ◽  
Allen L. Pinkus
Keyword(s):  
Short Term Memory ◽  
Presentation Rate ◽  
Short Term ◽  
Term Memory

Short-Term Memory: Mode of Presentation for Alphanumeric Information

1969 ◽  
Vol 11 (4) ◽  
pp. 401-405 ◽  
Author(s):  
James C. Fell ◽  
Kenneth R. Laughery
Keyword(s):  
Mixed Mode ◽  
Short Term Memory ◽  
Memory Span ◽  
Presentation Rate ◽  
Presentation Mode ◽  
The Other ◽  
Span Task ◽  
Short Term ◽  
Term Memory ◽  
Mode Of Presentation

Performance in a memory-span task using eight-letter sequences was explored as a function of presentation rate (.5, .75, 1.0, 2.0, and 3.0 sec/item) and presentation mode (visual, auditory, simultaneous visual and auditory, and mixed visual and auditory). Results indicate that performance in the mixed mode was inferior to the other three modes, but the other modes did not differ from each other. As presentation rate decreased, performance improved. These results are consistent with current theories of memory and indicate that the mode in which alphanumeric information is displayed is unimportant provided the modes are not mixed.

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