The contribution to immediate serial recall of rehearsal, search speed, access to lexical memory, and phonological coding: An investigation at the construct level (original) (raw)
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Frontiers in psychology, 2015
Whether rehearsal has a causal role in verbal STM has been controversial in the literature. Recent theories of working memory emphasize a role of attentional resources, but leave unclear how they contribute to verbal STM. Two experiments (with 49 and 102 adult participants, respectively) followed up previous studies with children, aiming to clarify the contributions of attentional capacity and rehearsal to verbal STM. Word length and presentation modality were manipulated. Experiment 1 focused on order errors, Experiment 2 on predicting individual differences in span from attentional capacity and articulation rate. Structural equation modeling showed clearly a major role of attentional capacity as a predictor of verbal STM span; but was inconclusive on whether rehearsal efficiency is an additional cause or a consequence of verbal STM. The effects of word length and modality on STM were replicated; a significant interaction was also found, showing a larger modality effect for long th...
Implications of aging, lexicality, and item length for the mechanisms underlying memory span
Psychonomic Bulletin & Review, 1996
and NELSON COWAN University ofMissouri, Columbia, Missouri Hulme, Maughan, and Brown (1991) provided evidence that the contribution of long-term memory to memory span performance was additive to the contribution of rehearsal rate (e.g., . The present study further explored the relationship between these two contributions in younger and older adults. Speech rates and spans for short, medium, and long words and nonwords were obtained from subjects. Older adults had slower speech rates and smaller spans than did younger adults. Both groups' data were fit well by linear functions relating speech rates to spans. However, the slope of the function that relates speech rate to memory span was greater for words than for nonwords. This finding supports the idea that long-term memory, as well as rehearsal rate, contributes to span performance, and that this contribution is not simply additive. 1986). This will henceforth be referred to as the speech rate-span relationship.
The Microanalysis of Memory Span and Its Development in Childhood
International Journal of Psychology, 1999
It is not clear fro m the literatu re why, as children develop, there are important increases in memory span, the nu mber of just-presented item s that the participant can repeat in the correct serial order. To understand this, some recent results on capacity limits and processing rates were re-analyzed. We ® rst describe results using a conventional measure of perfor mance in immediate memory tasks that is affected by the list length (proportion correct). Next we describe results using a less conventional measure (nu mber correct) that is unaffect ed by list length under circu mstances in which attentio n to the list during its presentation is curtailed. This measure can estimate an individu al's lim ited-capacity storage ability. Last, we examine measures of spoken response timing that do and do not change with list length. We show that unconve ntional measures that do not change with list length, but do change with develop ment, are especially useful in assessing basic changes in infor mation processing parameters, includin g increases in memory capacity and processing speed.
Do young children rehearse? An individual-differences analysis
Memory & Cognition, 1994
The issue of whether young children rehearse in auditory memory tasks was investigated across a series of three studies comparing individual differences in articulation rates and memory spans. Applying the principles of the wording-memory model, children with faster rates of speaking should have superior memory spans if they engage in rehearsal . Two of the experiments, with 4-year-old children, failed to establish any significant association between articulation rate and memory span, although both the memory span and articulation rate procedures were found to be highly reliable in this age group A third experiment confirmed that, as expected, articulation rates and memory spans were significantly associated with one another in adult subjects . Tine results indicate that, contrary to recent theories of children's short-term-memory development, 4-year-old children coo not engage in subvocal rehearsal during auditory memory span tasks.
Encoding processes, rehearsal, and recall requirements
1973
Retention after rapid overt rehearsal was assessed in two experiments. In the first, 20-word lists were presented as four sets of five words alternating with delay intervals. Recall of items from terminal serial positions was higher when delays were either silent or filled with overt rehearsal than when delays were filled with number subtraction. However, overt rehearsal produced the poorest recall of items from early serial positions. Results of a second experiment showed that overt rehearsal did not enhance performance on either a delayed recall or a delayed recognition test. Rehearsal is less effective than other techniques of study and may be totally ineffective unless it is accompanied by additional processing.
Psychological Science, 2006
Researchers have suggested that developmental improvements in immediate recall stem from increases in the speed of mental processes. However, that inference has depended on evidence from correlation, regression, and structural equation modeling. We provide counterexamples in two experiments in which the speed of spoken recall is manipulated. In one experiment, secondgrade children and adults recalled lists of digits more quickly than usual when the lists were presented at a rapid rate of 2 items per second (items/s). In a second experiment, children received lists at a 1 item/s rate but half of them were successfully trained to respond more quickly than usual, and similar to adults' usual rate. Recall accuracy was completely unaffected by either of these response-speed manipulations. Although response rate is a strong marker of an individual's maturational level, it thus does not appear to determine immediate recall. There are important implications for developmental methodology.
Journal of Communication Disorders, 2011
Purpose-The purpose of this study was to measure the effect of time to response in a fastmapping word learning task for children with Specific Language Impairment (SLI) and children with typically-developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Method-Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Results-Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. Conclusions-A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed.