scholarly journals Neither Cue Familiarity nor Semantic Cues Increase the Likelihood of Repeating a Tip-of-the-Tongue State

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
L. Kathleen Oliver ◽  
Timmie Li ◽  
Jonathan J. Harley ◽  
Karin R. Humphreys
Keyword(s):  
Subjective Experience ◽  
Word Production ◽  
Word Recall ◽  
Semantic Level ◽  
Semantic Cues ◽  
Famous People ◽  
Cue Familiarity ◽  
Recall System ◽  
Tip Of The Tongue

Psycholinguistic and metacognition researchers mostly disagree on what constitutes a tip-of-the-tongue (TOT) state. Psycholinguists argue that TOT states occur when there is a transmission of activation failure between the lemma and phonology levels of word production (e.g., Burke, MacKay, Worthley, & Wade, 1991). Metacognition researchers argue that the TOT state is better described as a subjective experience caused by a mechanism that assesses the likelihood of recall from memory. One sub-hypothesis of the metacognitive account of TOT states is the cue familiarity hypothesis, which suggests that a TOT state may occur when cues elicit a feeling of familiarity (Metcalfe, Schwartz, & Joaquim, 1993). We conducted three experiments to evaluate the cue familiarity hypothesis of TOT state etiology. Experiment 1 included a test-retest TOT task with identical definitions (i.e., cues that should elicit familiarity) versus alternative definitions. TOTs were as likely to repeat for alternative definitions across test and retest as identical definitions, which is inconsistent with the cue familiarity hypothesis. Experiment 2 included the same task layout as Experiment 1, but we used very different cues (pictures versus descriptions for famous people). Again, we found that TOTs tended to repeat regardless of whether or not prompts were identical. In Experiment 3, we presented either a picture and description simultaneously or a description only on the first test, followed by a description only on retest. We found that giving participants an extra semantic cue did not change the probability of repeating a TOT state. These findings suggest that repeated TOT states do not occur due to cue familiarity nor is the locus of the TOT state at the semantic level of the word production/word recall system. Therefore, we argue that the results point towards a success of lemma access, but then failure of the lemma-to-phonology mappings.

scholarly journals Socially Shared Feelings of Imminent Recall: More Tip-of-the-Tongue States Are Experienced in Small Groups

2021 ◽  
Vol 12 ◽  
Author(s):  
Luc Rousseau ◽  
Nathalie Kashur
Keyword(s):  
Small Groups ◽  
Correct Recall ◽  
Experimental Manipulation ◽  
Social Contagion ◽  
Related Information ◽  
Single Person ◽  
Cue Familiarity ◽  
Tip Of The Tongue ◽  
Target Words ◽  
Group Recall

Tip-of-the-tongue (TOT) states are typically defined as feelings of imminent recall for known, but temporarily inaccessible target words. However, TOTs are not merely instances of retrieval failures. Clues that increase the subjective likelihood of retrieval success, such as cue familiarity and target-related information, also have been shown to elicit feelings of imminent recall, supporting a metacognitive, inferential etiology of the TOT phenomenon. A survey conducted on our university campus provided anecdotal evidence that TOTs are occasionally shared among people in small groups. Although shared TOTs may suggest the influence of social contagion, we hypothesized that metacognitive appraisal of group recall efficiency could be involved. There should be more instances of remembering in several heads than in one. From this, we conjectured that people remembering together entertain the inference that successful retrieval is more likely in group recall than in a single-person recall situation. Such a metacognitive appraisal may drive a stronger feeling of closeness with the target word and of recall imminence, precipitating one (or more people) into a TOT state. We used general knowledge questions to elicit TOTs. We found that participants reported more TOTs when remembering in small groups than participants remembering alone. Critically, the experimental manipulation selectively increased TOTs without affecting correct recall, suggesting that additional TOTs observed in small groups were triggered independently from the retrieval process. Near one third (31%) of the TOTs in small groups were reported by two or more participants for the same items. However, removing common TOTs from the analyses did not change the basic pattern of results, suggesting that social contagion was not the main factor involved in the observed effect. We argue that beyond social contagion, group recall magnifies the inference that target words will be successfully retrieved, prompting the metacognitive monitoring system to launch more near-retrieval success “warning” (TOT) signals than in a single-person recall situation.

scholarly journals أخطاء القراءة الجهرية باللغة العربية للطلبة الناطقين بالملايوية: دراسة وصفية تحليلية / Errors of Reading Aloud in Arabic among Malay learners: A descriptive and analytical study

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Asem Shehadeh Ali ◽  
Khairunnisa Bint Bukhar
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Semantic Level ◽  
Semantic Cues ◽  
Reading Errors ◽  
Language And Literature ◽  
Reading Miscues ◽  
Syntactic Cues

ملخص البحث: تناول هذا البحث دراسة عملية القراءة باللغة العربية من وجهة نظر علم اللغة النفسي؛ حيث هدفت إلى الكشف عن أنواع أخطاء القراءة الجهرية لدى الطلبة الناطقين بالملايوية في قسم اللغة العربية وآدابها بكلية معارف الوحي والعلوم الإنسانية في الجامعة الإسلامية العالمية بماليزيا، ومعرفة مدى تمكّنهم من استخدام الإشارات اللغوية الثلاث - الإشارة الرمزية الصوتية، والإشاراة التركيبية، والإشارة الدلالية - أثناء قراءة النص العربي المشكّل بالحركات للوصول إلى الفهم والاستيعاب، وإظهار تأثير الاستجابات غير المتوقعة للنص العربي المكتوب في مستوى الاستيعاب القرائي. استخدمت الدراسة قائمة تحليل القراءة غير المتوقعة للنص المكتوب لجمع البيانات، تناول الباحثان الأخطاء الواقعة في قراءة المشاركات والدرجات المكتسبة في إعادة صياغة القصة واختبار الاستيعاب القرائي. أظهرت الدراسة أن الخطأ في الحذف كان أكثر الأنواع وقوعاً، ويليه الخطأ في الإبدال، ثم الخطأ في التكرار، وخطأ التنغيم، والخطأ في الإضافة. وأبرزت أيضا أن المشاركات قد اعتمدن كثيراً على الإشارة الرمزية الصوتية، وأنهن لم يستخدمن الإشارة التركيبية بشكل ممتاز، وأما مدى تمكّنهن من استخدام الإشارة الدلالية فكان متوسطاً، وتوصلت الدراسة إلى أن مستوى الاستيعاب للمشاركات لا يرتفع آلياً بانخفاض عدد الاستجابات غير المتوقعة، وكشفت عن أن الاستجابات غير المتوقعة ذات الجودة المنخفضة أدّت إلى فقدان تام للمعنى، ووجدت أن المشاركات قد واجهن المشكلات اللغوية خاصةً في قواعد النحو ومعاني المفردات.   الكلمات المفتاحية: مفهوم القراءة- القراءة الجهرية- المستوى الدلالي- المستوى النحوي- المستوى الصرفي.   Abstract: This study approached Arabic reading process from the psycholinguistic standpoint. It aimed at identifying the types of oral reading errors committed by Malay-speakers learners of Arabic language at the Department of Arabic Language and Literature, Kuliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia. The research addressed itself to the question of how these readers utilized the language cues- graphophonic, syntactic and semantic - to help them make sense of the vowelized Arabic text, and the question of how miscues affected reading comprehension. This study used Reading Miscue Inventory to gather information. The number of miscues made and the scores for the retellings and comprehension questions are patterned using Microsoft Excel program and are converted into percentages. The study indicated that the most common types of reading errors committed were omission, followed by substitution and repetition, and then intonation and insertion. The findings showed that most readers depended extensively on graphophonic cues, and were less efficient in using syntactic cues. Their use of semantic cues was moderate. Quantitative analysis of the miscues showed that although the number of oral reading miscues decrease, reading comprehension scores may not automatically improve. Qualitative analysis of the miscues indicated that the low quality miscues did not make sense in the context of the sentence. The study also revealed that learners have language problems especially in grammar and vocabulary.   Keywords: Concept of Reading – Reading out loud – Semantic level – Syntactic level – Morphological level.   Abstract: Kajian ini bertujuan untuk mendekati proses membaca dari sudut psikolinguistik dengan mengenalpasti jenis-jenis kesalahan bacaan yang dilakukan oleh pelajar Melayu di Jabatan Bahasa Arab dan Sastera, Fakulti IlmuWahyu dan Sains Kemanusiaan, UIAM. Kajian ini menangani persoalan untuk mengenalpasti cara para pembaca memanfaatkan isyarat-isyarat bahasa – bentuk tulisan, tatabahasa, semantic – untuk membantu mereka memahami teks bahasa Arab yang tidak berbaris; persoalan tentang kesan penggunaan isyarat yang salah yang mebawa kepada pemahaman bacaan yang salah akan turut diberikan perhatian. Kajian ini menggunakan Inventori Kesalahan memahami tanda bahasa dalam bacaan untuk mengumpul data. Kesalahan memahami tanda bahasa yang dilakukan, markah terkumpul untuk pengulangan bacaan dan soalan-soalan kefahaman direkodkan dengan Microsoft Excel sebelum ditukar kepada kadar peratusan. Dapatan kajian menunjukkan jenis kesalahan yang paling kerap ialah meninggalkan bacaan sesuatu, diikuti dengan menggantikan bacaan dengan bacaan lain, mengulangi bacaan seterusnya menggunakan intonasi dan memasukkan sesuatu dalam bacaan.  Kajian juga mendapati kebanyakan pembaca banyak bergantung kepada tanda dan isyarat daripada bentuk tulisan dan amat kurang dalam menggunkan tanda atau isyarat daripada tatabahasa. Mereka agak sederhana dalam memanfaatkan tanda dan isyarat semantik. Kajian kuantitatif menunjukkan walaupun jumlah kesalahan bacaan disebabkan oleh salah memahami isyarat dan tanda ciri ciri tulisan, tatabahasa dan makna berkurangan, namun markah pemahaman tidak pula secara otomatiknya bertambah baik. Ia juga menunjukkan tanda atau isyarat yang lemah daripada ciri-ciri bahasa tidak dapat difahami dalam konteks sebenar sesuatu ayat. Turut disimpulkan ialah kelemahan para pelajar sendiri dalam aspek tatabahsa dan perbendaharaan kata.   Kata kunci: Konsep bacaan – Bacaan Lantang – Peringkat Makna – Peringkat Tatabahasa -  Peringkat Morfologi.

Comparing Auditory vs Visual Stimuli in the Tip-of-the-Tongue Phenomenon

2002 ◽  
Vol 90 (2) ◽  
pp. 568-576 ◽  
Author(s):  
David M. Riefer
Keyword(s):  
Incidence Rate ◽  
Partial Information ◽  
Visual Stimuli ◽  
Direct Access ◽  
Television Shows ◽  
Response Set ◽  
Auditory Cue ◽  
Cue Familiarity ◽  
Alternative Responses ◽  
Tip Of The Tongue

An experiment is reported comparing the effectiveness of auditory and visual stimuli in eliciting the tip-of-the-tongue phenomenon. 30 participants were asked to name the tides of 27 television shows. Half of the participants were given segments of the theme song for each show (auditory cue), and half were shown the cast photographs for each show (visual cue). Participants were asked to report whenever they experienced the tip-of-the-tongue state. There were no significant differences between the auditory and visual stimuli in terms of the incidence rate for the tip-of-the-tongue state, the amount of partial information that participants provided in their responses, or the frequency of interlopers (alternative responses that persistently come to mind). These findings suggest that the characteristics of the tip-of-the-tongue state are determined more by the nature of the response set than by the type of stimuli used as cues. The results are inconsistent with inferential theories of the tip-of-the-tongue phenomenon, such as the cue familiarity hypothesis and, instead, tend to support direct-access hypotheses.

How do memory modules differentially contribute to familiarity and recollection?

2019 ◽  
Vol 42 ◽  
Author(s):  
Olya Hakobyan ◽  
Sen Cheng
Keyword(s):  
Recognition Memory ◽  
Experimental Evidence ◽  
Subjective Experience ◽  
Target Article ◽  
Memory Modules ◽  
Familiarity And Recollection ◽  
Memory Contents

Abstract We fully support dissociating the subjective experience from the memory contents in recognition memory, as Bastin et al. posit in the target article. However, having two generic memory modules with qualitatively different functions is not mandatory and is in fact inconsistent with experimental evidence. We propose that quantitative differences in the properties of the memory modules can account for the apparent dissociation of recollection and familiarity along anatomical lines.

Signal Interpretation Considerations When Estimating Subglottal Pressure From Oral Air Pressure

2019 ◽  
Vol 62 (5) ◽  
pp. 1326-1337 ◽  
Author(s):  
Brittany L. Perrine ◽  
Ronald C. Scherer ◽  
Jason A. Whitfield
Keyword(s):  
Standard Condition ◽  
Word Production ◽  
Air Pressure ◽  
Pressure Waveform ◽  
Pressure Measurements ◽  
Air Leak ◽  
Pressure Signal ◽  
Adult Participants ◽  
Syllable Repetition ◽  
Subglottal Pressure

Purpose Oral air pressure measurements during lip occlusion for /pVpV/ syllable strings are used to estimate subglottal pressure during the vowel. Accuracy of this method relies on smoothly produced syllable repetitions. The purpose of this study was to investigate the oral air pressure waveform during the /p/ lip occlusions and propose physiological explanations for nonflat shapes. Method Ten adult participants were trained to produce the “standard condition” and were instructed to produce nonstandard tasks. Results from 8 participants are included. The standard condition required participants to produce /pːiːpːiː.../ syllables smoothly at approximately 1.5 syllables/s. The nonstandard tasks included an air leak between the lips, faster syllable repetition rates, an initial voiced consonant, and 2-syllable word productions. Results Eleven oral air pressure waveform shapes were identified during the lip occlusions, and plausible physiological explanations for each shape are provided based on the tasks in which they occurred. Training the use of the standard condition, the initial voice consonant condition, and the 2-syllable word production increased the likelihood of rectangular oral air pressure waveform shapes. Increasing the rate beyond 1.5 syllables/s improved the probability of producing rectangular oral air pressure signal shapes in some participants. Conclusions Visual and verbal feedback improved the likelihood of producing rectangular oral air pressure signal shapes. The physiological explanations of variations in the oral air pressure waveform shape may provide direction to the clinician or researcher when providing feedback to increase the accuracy of estimating subglottal pressure from oral air pressure.

Clinical Update: Pain and Suffering

2003 ◽  
Vol 8 (1) ◽  
pp. 5-5
Author(s):  
Sheila Wendler
Keyword(s):  
Subjective Experience ◽  
Personal Injury ◽  
Treatment Interventions ◽  
Medical Expenses ◽  
Affective Component ◽  
Pain Behaviors ◽  
The Social ◽  
Patient’S Experience ◽  
Pain And Suffering ◽  
And Training

Abstract Attorneys use the term pain and suffering to indicate the subjective, intangible effects of an individual's injury, and plaintiffs may seek compensation for “pain and suffering” as part of a personal injury case although it is not usually an element of a workers’ compensation case. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Fifth Edition, provides guidance for rating pain qualitatively or quantitatively in certain cases, but, because of the subjectivity and privateness of the patient's experience, the AMA Guides offers no quantitative approach to assessing “pain and suffering.” The AMA Guides also cautions that confounders of pain behaviors and perception of pain include beliefs, expectations, rewards, attention, and training. “Pain and suffering” is challenging for all parties to value, particularly in terms of financial damages, and using an individual's medical expenses as an indicator of “pain and suffering” simply encourages excessive diagnostic and treatment interventions. The affective component, ie, the uniqueness of this subjective experience, makes it difficult for others, including evaluators, to grasp its meaning. Experienced evaluators recognize that a myriad of factors play a role in the experience of suffering associated with pain, including its intensity and location, the individual's ability to conceptualize pain, the meaning ascribed to pain, the accompanying injury or illness, and the social understanding of suffering.

The Role of Distress Disclosure Tendencies in the Experience and Expression of Laboratory-Induced Sadness

2017 ◽  
Vol 38 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Daniel W. Cox ◽  
A. Myfanwy Bakker ◽  
Julia I. O’Loughlin ◽  
Agnieszka M. Kotlarczyk
Keyword(s):  
Individual Differences ◽  
Emotional Reactivity ◽  
Subjective Experience ◽  
Negative Emotion ◽  
Theoretical Models ◽  
Laboratory Research ◽  
Emotion Words ◽  
Distress Disclosure ◽  
Computerized Text Analysis

Abstract. The benefits of talking with others about unpleasant emotions have been thoroughly investigated, but individual differences in distress disclosure tendencies have not been adequately integrated within theoretical models of emotion. The purpose of this laboratory research was to determine whether distress disclosure tendencies stem from differences in emotional reactivity or differences in emotion regulation. After completing measures of distress disclosure tendencies, social desirability, and positive and negative affect, 84 participants (74% women) were video recorded while viewing a sadness-inducing film clip. Participants completed post-film measures of affect and were then interviewed about their reactions to the film; these interviews were audio recorded for later coding and computerized text analysis. Distress disclosure tendencies were not predictive of the subjective experience of emotion, but they were positively related to facial expressions of sadness and happiness. Distress disclosure tendencies also predicted judges’ ratings of the verbal disclosure of emotion during the interview, but self-reported disclosure and use of positive and negative emotion words were not associated with distress disclosure tendencies. The authors present implications of this research for integrating individual differences in distress disclosure with models of emotion.

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