Effects of Presentation Mode on Veridical and False Memory in Individuals with Intellectual Disability

2012 ◽  
Vol 117 (3) ◽  
pp. 183-193 ◽  
Author(s):  
Michael Carlin ◽  
Michael P. Toglia ◽  
Colleen Belmonte ◽  
Chiara DiMeglio
Keyword(s):  
Intellectual Disability ◽  
Best Practices ◽  
False Alarm ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Work Environments ◽  
Mental Age ◽  
Auditory Recognition ◽  
Presentation Formats ◽  
False Alarm Rates

Abstract In the present study the effects of visual, auditory, and audio–visual presentation formats on memory for thematically constructed lists were assessed in individuals with intellectual disability and mental age–matched children. The auditory recognition test included target items, unrelated foils, and two types of semantic lures: critical related foils and related foils. The audio–visual format led to better recognition of old items and lower false-alarm rates for all foil types. Those with intellectual disability had higher false-alarm rates for all foil types and experienced particular difficulty discriminating presented items from those most strongly activated internally during acquisition (i.e., critical foils). Results are consistent with the activation-monitoring framework and fuzzy-trace theory and inform best practices for designing visual supports to maximize performance in educational and work environments.

Dysarthric Sentence Intelligibility

1998 ◽  
Vol 41 (6) ◽  
pp. 1282-1293 ◽  
Author(s):  
Jane Mertz Garcia ◽  
Paul A. Dagenais
Keyword(s):  
Speech Intelligibility ◽  
Presentation Mode ◽  
Contextual Influences ◽  
Motor Functioning ◽  
Video Presentation ◽  
Independent Information ◽  
Communicative Process ◽  
Presentation Formats ◽  
Sentence Intelligibility ◽  
Audio Video

This study examined changes in the sentence intelligibility scores of speakers with dysarthria in association with different signal-independent factors (contextual influences). This investigation focused on the presence or absence of iconic gestures while speaking sentences with low or high semantic predictiveness. The speakers were 4 individuals with dysarthria, who varied from one another in terms of their level of speech intelligibility impairment, gestural abilities, and overall level of motor functioning. Ninety-six inexperienced listeners (24 assigned to each speaker) orthographically transcribed 16 test sentences presented in an audio + video or audio-only format. The sentences had either low or high semantic predictiveness and were spoken by each speaker with and without the corresponding gestures. The effects of signal-independent factors (presence or absence of iconic gestures, low or high semantic predictiveness, and audio + video or audio-only presentation formats) were analyzed for individual speakers. Not all signal-independent information benefited speakers similarly. Results indicated that use of gestures and high semantic predictiveness improved sentence intelligibility for 2 speakers. The other 2 speakers benefited from high predictive messages. The audio + video presentation mode enhanced listener understanding for all speakers, although there were interactions related to specific speaking situations. Overall, the contributions of relevant signal-independent information were greater for the speakers with more severely impaired intelligibility. The results are discussed in terms of understanding the contribution of signal-independent factors to the communicative process.

scholarly journals Doorways do not always cause forgetting: a multimodal investigation

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Jessica McFadyen ◽  
Christopher Nolan ◽  
Ellen Pinocy ◽  
David Buteri ◽  
Oliver Baumann
Keyword(s):  
Working Memory ◽  
False Alarm ◽  
Memory Load ◽  
Real Life ◽  
Working Memory Load ◽  
Movement Data ◽  
Physical Environments ◽  
Series Of Experiments ◽  
False Alarm Rates ◽  
Location Updating

Abstract Background The ‘doorway effect’, or ‘location updating effect’, claims that we tend to forget items of recent significance immediately after crossing a boundary. Previous research suggests that such a forgetting effect occurs both at physical boundaries (e.g., moving from one room to another via a door) and metaphysical boundaries (e.g., imagining traversing a doorway, or even when moving from one desktop window to another on a computer). Here, we aimed to conceptually replicate this effect using virtual and physical environments. Methods Across four experiments, we measured participants’ hit and false alarm rates to memory probes for items recently encountered either in the same or previous room. Experiments 1 and 2 used highly immersive virtual reality without and with working memory load (Experiments 1 and 2, respectively). Experiment 3 used passive video watching and Experiment 4 used active real-life movement. Data analysis was conducted using frequentist as well as Bayesian inference statistics. Results Across this series of experiments, we observed no significant effect of doorways on forgetting. In Experiment 2, however, signal detection was impaired when participants responded to probes after moving through doorways, such that false alarm rates were increased for mismatched recognition probes. Thus, under working memory load, memory was more susceptible to interference after moving through doorways. Conclusions This study presents evidence that is inconsistent with the location updating effect as it has previously been reported. Our findings call into question the generalisability and robustness of this effect to slight paradigm alterations and, indeed, what factors contributed to the effect observed in previous studies.

Auditory and Auditory-Visual Perception of Clear and Conversational Speech

1997 ◽  
Vol 40 (2) ◽  
pp. 432-443 ◽  
Author(s):  
Karen S. Helfer
Keyword(s):  
Visual Cues ◽  
Presentation Mode ◽  
Visual Presentation ◽  
Visual Speech ◽  
Conversational Speech ◽  
Clear Speech ◽  
Nature Of Information ◽  
Speech Cues ◽  
Visual Speech Information ◽  
Speech Information

Research has shown that speaking in a deliberately clear manner can improve the accuracy of auditory speech recognition. Allowing listeners access to visual speech cues also enhances speech understanding. Whether the nature of information provided by speaking clearly and by using visual speech cues is redundant has not been determined. This study examined how speaking mode (clear vs. conversational) and presentation mode (auditory vs. auditory-visual) influenced the perception of words within nonsense sentences. In Experiment 1, 30 young listeners with normal hearing responded to videotaped stimuli presented audiovisually in the presence of background noise at one of three signal-to-noise ratios. In Experiment 2, 9 participants returned for an additional assessment using auditory-only presentation. Results of these experiments showed significant effects of speaking mode (clear speech was easier to understand than was conversational speech) and presentation mode (auditoryvisual presentation led to better performance than did auditory-only presentation). The benefit of clear speech was greater for words occurring in the middle of sentences than for words at either the beginning or end of sentences for both auditory-only and auditory-visual presentation, whereas the greatest benefit from supplying visual cues was for words at the end of sentences spoken both clearly and conversationally. The total benefit from speaking clearly and supplying visual cues was equal to the sum of each of these effects. Overall, the results suggest that speaking clearly and providing visual speech information provide complementary (rather than redundant) information.

A comparison of data obtained with different false-alarm rates.

1964 ◽  
Vol 71 (3) ◽  
pp. 243-246 ◽  
Author(s):  
Donald A. Norman
Keyword(s):  
False Alarm ◽  
False Alarm Rates

scholarly journals Description of Routes in People With Intellectual Disability

2019 ◽  
Vol 124 (2) ◽  
pp. 116-130 ◽  
Author(s):  
Yannick Courbois ◽  
Hursula Mengue-Topio ◽  
Mark Blades ◽  
Emily K. Farran ◽  
Pascal Sockeel
Keyword(s):  
Intellectual Disability ◽  
Recognition Task ◽  
Spatial Knowledge ◽  
The Other ◽  
Verbal Description ◽  
Learning Criterion ◽  
Landmark Recognition ◽  
Mental Age ◽  
Completion Task ◽  
Description Task

Abstract The ability to describe routes was assessed in participants with intellectual disability (ID) and participants without ID matched on chronological age (CA) or on mental age (MA). In two experiments, participants learned a route through a virtual environment until they reached a learning criterion. They were then asked to externalize their spatial knowledge in a verbal description task, a landmark recognition task, or a map completion task. Results revealed that participants with ID mainly described the route as a succession of actions (“turn left”), and participants in the CA group prescribed actions referring to a landmark (“turn left at the swing”). Yet, results from the other tasks showed that people with ID had good landmark knowledge of the environment.

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