Developmental Aspects of Phonemic and Visual Similarity Effects: Further Evidence in Italian Children

1994 ◽  
Vol 17 (1) ◽  
pp. 57-71 ◽  
Author(s):  
Anna M. Longoni ◽  
T. G. Scalisi
Keyword(s):  
Visual Similarity ◽  
Auditory Modality ◽  
Older Children ◽  
Significant Similarity ◽  
Superior Recall ◽  
Immediate Recall ◽  
Additional Group ◽  
Recall Procedure ◽  
Similarity Effect ◽  
Italian Children

Phonemic and visual similarity effects were investigated in Italian children of different ages. In Experiment 1, two groups of children (mean age 5;1 and 10;3 years) were asked to recall either pictures of common objects with phonemically similar or dissimilar names, or the spoken names of the pictures. Although a similarity effect was present in older children for both words and drawings, in younger children only a tendency in the expected direction occurred. The lack of a phonemic similarity effect for spoken words was attributed to the presence of a ceiling effect. In addition, results showed a significant superior recall for words in younger children and for drawings in older ones. An additional group of 5-year-old children was tested, increasing the list length to four items. Results indicated a significant similarity effect for words but not for drawings, together with a superior recall for words. These findings, in agreement with previous results, suggest that phonological memory traces contribute to performance of younger children only when material to be recalled is in the auditory modality, whereas in older children phonological coding is independent in the input modality. In Experiment 2 the performance of 5-and 10-year-old children was compared for immediate recall of two different sets of visually similar and dissimilar drawings. Results showed a significant effect of visual similarity in younger children only, for both sets of drawings, extending previously obtained results (e.g. Hitch, Halliday, Schaaftal, & Scrhaagen, 1988) to different materials and to Italian subjects. In Experiment 3, the visual similarity effect was investigated with a delayed recall procedure in a 5-year-old group. Four delay intervals (0, 5, 10, 15 seconds) and two activities during delay (articulatory suppression and a tapping task) were considered. Results obtained indicated that the visual similarity effect is present at all delay intervals for both activities during delay; and are discussed in terms of alternative interpretations of the visual similarity effect.

Paired-Associate Learning as a Function of Age and Mode of Presentation

1984 ◽  
Vol 59 (3) ◽  
pp. 959-965 ◽  
Author(s):  
Robert M. Godley ◽  
Robert E. Estes ◽  
Glenn P. Fournet
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Spoken Word ◽  
Visual Modality ◽  
Auditory Modality ◽  
Older Children ◽  
Associate Learning ◽  
Modes Of Presentation ◽  
Mode Of Presentation ◽  
Printed Word

Researchers have continued to echo McGeoch and Irion's (1952) statement concerning the superiority of the auditory modality for young children and the visual modality for older children in paired-associate learning despite conflicting results. In the present study, in which the performance of second and fifth grade children on a paired-associate task under 6 different modes of presentation was compared, mode of presentation did not vary as a function of age. The picture/sound combined condition was superior to the sound and printed/spoken-word conditions but provided no advantage over the picture condition alone. No significant differences were found among the printed-word, spoken-word, and combined printed/spoken-word conditions. Difficulties in making comparisons among studies because methods differed and implications for further research were discussed.

scholarly journals The phonological similarity effect in immediate recall: Positions of shared phonemes

2000 ◽  
Vol 28 (7) ◽  
pp. 1116-1125 ◽  
Author(s):  
Xiaojian Li ◽  
Richard Schweickert ◽  
Jack Gandour
Keyword(s):  
Phonological Similarity ◽  
Immediate Recall ◽  
Phonological Similarity Effect ◽  
Similarity Effect

Visual Similarity Effects in Immediate Verbal Serial Recall

2000 ◽  
Vol 53 (3) ◽  
pp. 626-646 ◽  
Author(s):  
Robert H. Logie ◽  
Sergiola Del Sala ◽  
Val Wynn ◽  
Alan D. Baddeley
Keyword(s):  
Serial Recall ◽  
Articulatory Suppression ◽  
Visual Similarity ◽  
Verbal Information ◽  
Immediate Serial Recall ◽  
Lower Case ◽  
Letter Case ◽  
Similarity Effect ◽  
Temporary Memory

The role of visual working memory in temporary serial retention of verbal information was examined in four experiments on immediate serial recall of words that varied in visual similarity and letters that varied in the visual consistency between upper and lower case. Experiments 1 and 2 involved words that were either visually similar (e.g. fly, cry, dry; hew, new, few) or were visually distinct (e.g. guy, sigh, lie; who, blue, ewe). Experiments 3 and 4 involved serial recall of both letter and case from sequences of letters chosen such that the upper- and lower-case versions were visually similar, for example Kk, Cc, Zz, Ww, or were visually dissimilar, for example Dd, Hh, Rr, Qq. Hence in the latter set, case information was encoded in terms of both the shape and the size of the letters. With both words and letters, the visually similar items resulted in poorer recall both with and without concurrent articulatory suppression. This visual similarity effect was robust and was replicated across the four experiments. The effect was not restricted to any particular serial position and was particularly salient in the recall of letter case. These data suggest the presence of a visual code for retention of visually presented verbal sequences in addition to a phonological code, and they are consistent with the use of a visual temporary memory, or visual “cache”, in verbal serial recall tasks.

Vocalization-at-presentation and Immediate Recall, with Varying Recall Methods

1966 ◽  
Vol 18 (1) ◽  
pp. 9-18 ◽  
Author(s):  
D. J. Murray
Keyword(s):  
Free Recall ◽  
Prior Knowledge ◽  
Facilitatory Effect ◽  
Superior Recall ◽  
Immediate Recall ◽  
Written Recall ◽  
Material Evidence ◽  
Fast Rates ◽  
Recall Methods

In a free recall situation, written recall is superior to spoken recall, and evidence is adduced suggesting that this may be partly due to the fact that this method of recall permits greater freedom in ordering the material. Evidence is also adduced suggesting that voicing the material at presentation gives superior recall because of a facilitatory effect on storage. This interpretation is supported by the finding that the advantage of vocalizing is not affected by prior knowledge as to whether recall is to be oral or written, and by the suggestion that vocalized lists are more resistant to intra-trial interference than nonvocalized lists. In addition, two earlier observations were confirmed: first, that the advantage of voicing is most marked at fast rates of presentation; and secondly, voicing gives rise to a higher proportion of acoustic errors relative to the number of items incorrectly attempted.

Acquisition of nouns and verbs in Italian pre-school children

2016 ◽  
Vol 44 (6) ◽  
pp. 1362-1393 ◽  
Author(s):  
LUCIA COLOMBO ◽  
EDUARDO NAVARRETE ◽  
BARBARA ARFÉ
Keyword(s):  
Qualitative Analysis ◽  
School Children ◽  
Picture Naming ◽  
Conceptual Representation ◽  
Older Children ◽  
Italian Children ◽  
Verb Acquisition ◽  
Naming Latencies ◽  
Lack Of Knowledge

AbstractNoun and verb acquisition was investigated in three- and five-year-old Italian children by means of picture naming of objects and actions, selected from Druks and Masterson (2000). The aim was to examine the previously reported advantage of nouns compared to verbs. Older children were faster than younger children, and naming latencies were faster for object pictures than for action pictures. For errors, the advantage of objects over actions was greater for younger children. A qualitative analysis of errors was carried out according to a classification derived by Masterson, Druks, and Gallienne (2008). Overall, 25% of the errors reflected a complete lack of knowledge of the names or of the meanings of the pictures. Most errors, however, were likely to be due to a not yet fully developed knowledge of the meaning of words labelling the pictures, or to an incomplete conceptual representation, and this pattern was more marked for action concepts.

Immediate Memory Span of Deaf and Normally Hearing Children

1968 ◽  
Vol 35 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Frank B. Withrow
Keyword(s):  
Memory Span ◽  
Visual Stimuli ◽  
Presentation Rate ◽  
Simultaneous Presentation ◽  
Sequential Presentation ◽  
Immediate Memory ◽  
Superior Recall ◽  
Immediate Recall ◽  
Hearing Children

Immediate recall of sequential and simultaneous presentation of visual stimuli in deaf and hearing children was investigated to determine the effects of rate and method of presentation, stimuli meaningfulness, and number of items per trial. It was found that deaf and hearing children performed the same with simultaneous presentation, while the hearing groups showed superior recall with sequential presentation. Increased items per trial, decreased stimuli meaningfulness, and increased presentation rate adversely affected the immediate recall of both groups. Restrictions on interpretations of remits are noted and classroom implications are discussed.

Visual and Phonetic Memory in Preschool Children: Evidence for Coding Flexibility

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1043-1050 ◽  
Author(s):  
R. Michael Brown
Keyword(s):  
Preschool Children ◽  
Serial Position ◽  
Detrimental Effect ◽  
Short Term Memory ◽  
Memory Task ◽  
Visual Similarity ◽  
Older Children ◽  
Short Term ◽  
Phonetic Similarity ◽  
Age Range

This study examined visual and verbal (phonetic) memory coding in 22 preschool children 4 to 5 yr. of age. A major goal was to determine whether these children would code visual items phonetically during input in a short-term memory task as older children and adults often appear to do. Items to be remembered were visually presented letters that varied in visual as well as phonetic similarity. Subjects labeled each letter during presentation, and serial recall was probed either visually or verbally. Recall scores were analyzed according to planned individual comparisons and a 4-factor analysis of variance: probe modality (visual, verbal) × visual similarity (low, high) × phonetic similarity (low, high) × serial position (1, 2, 3, 4). Data indicated (1) a significant detrimental effect of high phonetic similarity for subjects whose recall was probed verbally, (2) a significant facilitating effect of high visual similarity, and (3) significant interactions indicating differential effects of phonetic similarity and probe modality on the serial position curve. These findings suggest flexibility of coding in children of the age range tested.

Phonological Similarity, Pronunciation Rate, and Memory Span

1990 ◽  
Vol 1 (1) ◽  
pp. 74-77 ◽  
Author(s):  
Richard Schweickert ◽  
Lawrence Guentert ◽  
Lora Hersberger
Keyword(s):  
Word Length ◽  
Memory Span ◽  
Phonological Similarity ◽  
Length Effect ◽  
Rate Difference ◽  
Immediate Recall ◽  
Word Length Effect ◽  
Phonological Similarity Effect ◽  
Similarity Effect ◽  
Special Case

Memory span is smaller for (a) items taking longer to pronounce and (b) phonologically more similar items. We investigated the relation between the two effects. Chase (1977) found that phonologically similar items were pronounced more slowly than dissimilar ones in a pronunciation task. A pronunciation rate difference in immediate recall could explain the phonological similarity effect as a special case of the word-length effect. Instead, the study found that pronunciation rates were equal. In the equation s = rt, span equals pronunciation rate times trace duration, word-length affects r while phonological similarity affects t. The two effects are shown to be complementary.

Relatives and passive object relatives in Italian-speaking children and adults: Intervention in production and comprehension

2013 ◽  
Vol 35 (6) ◽  
pp. 1021-1053 ◽  
Author(s):  
CARLA CONTEMORI ◽  
ADRIANA BELLETTI
Keyword(s):  
Relative Clauses ◽  
Older Children ◽  
Italian Children ◽  
Passive Object

ABSTRACTWe investigate the production of relative clauses in Italian children aged 3 years, 4 months to 8 years, 10 months and in adults, focusing on object relatives (ORs). For both adults and older children, we test the production of passive ORs (PORs) as an alternative to the production of active ORs. We also test the comprehension of active ORs and PORs in older children, showing that the comprehension of the latter is significantly more accurate than the former. The persistent difficulty that children experience with ORs is interpreted as due to intervention, following Friedmann, Belletti, and Rizzi (2009). We assume Collins’ (2005) approach to passive and account for the increasing use and more accurate comprehension of PORs as a consequence of lack of intervention, as in Belletti (2009a).

scholarly journals Whether and how semantic similarity impairs short-term memory: A test with a new index of semantic similarity

2020 ◽  
Author(s):  
Sho Ishiguro ◽  
Satoru Saito
Keyword(s):  
Semantic Similarity ◽  
Detrimental Effect ◽  
Short Term Memory ◽  
Visual Similarity ◽  
Theoretical Point ◽  
Confounding Factors ◽  
Short Term ◽  
General Process ◽  
Term Memory ◽  
Similarity Effect

Semantic similarity appears to have a facilitative effect on short-term memory (STM), which contrasts with the detrimental effects of phonological and visual similarity on STM. Given that STM theories generally posit detrimental effects of similarity, it is theoretically and empirically important to test the semantic similarity effect. Recently, a review study proposed that semantic similarity per se would have a detrimental effect while semantic association and additional retrieval cues, which are facilitative of STM, would work as confounding factors for the semantic similarity effect. The present study tested this view by minimizing the influence of these possible confounding factors in the experiment and by utilizing a new index of semantic similarity in the analysis. The results of the present study indicated that the semantic similarity indeed had a detrimental effect on immediate serial recall correct-in-position scores. An examination based on two other scoring methods (i.e., item correct and absolute order errors) further suggested that the locus of the detrimental effect of semantic similarity is in order memory. In addition, other semantico-lexical variables (e.g., word length, frequency, and imageability) were also analyzed. Patterns of these variables’ effects on item memory were complementary to the effect of semantic similarity on order memory. From a theoretical point of view, as the detrimental effect of semantic similarity demonstrated by the present study is comparable to phonological and visual similarity effects, this finding implies a store based on semantic information or a general process for various types of information.

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