Effects of subvocal suppression, articulating aloud and noise on sequence recall

Wilding, John; Mohindra, Naresh

doi:10.1111/j.2044-8295.1980.tb01742.x

Cited by 45 publications

(29 citation statements)

References 21 publications

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“…The fewer number of errors for nonrhyming letters in the standard condition is consistent with many short-term memory studies with adults (e.g., Conrad, 1964) and with previous work by Shankweiler et al (1979) with grade 2 children. The data in the partial and total suppression conditions support the early work of Tell (1972) and more recent work of Wilding and Mohindra (1980). These investigators found that, for adults, recall did not differ for acoustically similar or dissimilar items after long retention intervals (e.g., over 10 sec) in which articulation was suppressed.…”

Section: Resultssupporting

confidence: 74%

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Children's Memory for Phonemically Confusable and Nonconfusable Letters: Changes with Age and Reading Ability

Bisanz¹,

Das²,

Mancini³

1984

Child Development

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This experiment focused on differences that occur with age and reading skill in the use of phonemic codes in short-term retention tasks where stimuli were presented visually. In 1 condition, individuals recalled 6-letter strings composed of rhyming and nonrhyming letters after a 15-sec delay under conditions that permitted phonemic coding and rehearsal. 2 other conditions were designed to suppress (a) rehearsal of certain types of phonemic codes in the delay interval and (b) both phonemic coding at stimulus presentation and rehearsal. Subjects were grade 2 average readers matched in reading skill with grade 4 disabled readers, grade 4 average matched with grade 6 disabled, and grade 6 average matched with grade 4 superior readers. Average readers showed a decrease in errors with age in all 3 conditions, although performance was always better in the nonsuppression condition. In the latter, memory for nonrhyming letters was always better than memory for rhyming letters. Differential use of phonemic codes by good and poor readers in grades 4 and 6 was less than that found in previous research with younger children. Finally, by comparing the performances of grade 2 average with grade 4 disabled readers and grade 4 average with grade 6 disabled readers, the developmental lag hypothesis of reading disability was examined. Problems with testing the hypothesis are discussed.

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Section: Resultssupporting

confidence: 74%

“…There were also fewer errors in the partial suppression than the total suppression condition, F(1,102) = 7.22, p < .01. Thus, as in studies with adults (e.g., Murray, 1967;Peterson & Johnson, 1971;Richardson, Greaves, & Smith, 1980;Tell, 1972;Wilding & Mohindra, 1980), suppression procedures reduced overall performance.…”

Section: Resultsmentioning

confidence: 83%

Children's Memory for Phonemically Confusable and Nonconfusable Letters: Changes with Age and Reading Ability

Bisanz¹,

Das²,

Mancini³

1984

Child Development

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“…In practical terms, the present results join a growing body of data in showing that noise may produce effects at levels at or below 85dBA (Daee and Wilding, 1977;Hamilton, Hockey and Rejman, 1977;Fowler and Wilding, 1979;Jones, Smith and Broadbent, 1979;Wilding and Mohindra, 1980;Smith, Jones and Broadbent, 1981). In addition, our findings show noise to have an effect with materials which are not simply lists of single items but with prose which is more typical of material found in the practical setting.…”

Section: Discussionsupporting

confidence: 66%

Recognition memory for prose items in noise

Jones

Thomas

Harding

1982

Current Psychological Research

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Using a probe-recognition technique the signal detection theory parameters d' and Beta were estimated for three types of probe (common surnames, uncommon surnames and synonyms) for material contained in a prose passage. Subjects were presented with the prose passage either in the presence of noise (85dBA) or in quiet (60dBA). In two experiments the effects of noise on auditory and visual presentation of the passage were studied. In both cases the recognition test took place in quiet. Noise decreased values of Beta for rare names and increased Beta for common names in both auditory and visual versions of the task. Noise influenced d' values in the audi tory version only, with d' increasing for common names in loud noise. The results support the view that noise influences performance by disturbing the pigeon-holing mechanism with the qualification that when material may not be recapitulated (as in the auditory presentation in the present study) greater attention may be allocated to easily recognizable material. The findings gi ve li ttle support to theories of noiseinduced deficits in performance based on the masking of inner speech.Theoretical views of the way in which noise influences performance are particularly polarized in regard to the effects on memory. On the one hand there are those who argue that noise influences factors such as the allocation of attention or the adoption of strategies (e. g., Broadbent, 1981), while on the other there are those who posit that noise has its action through the masking of inner speech (e.g., Poul ton, 1979). Problematical for the latter view are studies which (a) find noise improves performance, (b) find two opposite effects of noise, and (c) find the effect extending beyond the period of noise exposure. One study showing all three effects is by Schwartz (1974). The aim of the present small-scale study is to examine further the details of the phenomena to be observed. Schwartz (1974) found that noise influenced the signal detection parameters d' and Beta in a probed-recogni tion test of memory for surnames. Subjects were asked to give confidence judgements to probe items in a transcript of a passage originally

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“…It has also been well documented that the phonological similarity effect manifests itself under articulatory suppression in a modality‐dependent manner. In other words, whereas the effect still exists under suppression when the target items are presented auditorily (e.g., Levy, 1971; Murray, 1967; Peterson & Johnson, 1971), it disappears when the materials are presented visually (e.g., Besner & Davelaar, 1982; Murray; Peterson & Johnson; Wilding & Mohindra, 1980). Auditorily presented materials, on the one hand, have direct access to the phonological STS without the employment of the articulatory control process and are thus not affected by articulatory suppression.…”

mentioning

confidence: 98%

Suppressing Inner Speech in ESL Reading: Implications for Developmental Changes in Second Language Word Recognition Processes

Kato¹

2009

The Modern Language Journal

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The effect of articulatory suppression on second language (L2) visual sentence comprehension and its relation to L2 reading proficiency and lower level processing efficiency were investigated in a series of experiments using 64 college-level Japanese English as a second language learners as participants. The results supported the hypothesis that increased reading proficiency requires developmental changes in lower level skills; namely a greater degree of L2 reading proficiency requires greater orthographic processing skills. This is especially pronounced for the groups comprising proficient and less proficient readers. With regard to proficient readers, there were significant intercorrelations among sentence processing performance under suppression, reading comprehension score, and orthographic skills; however, none of these relationships were significant with less proficient readers. In contrast, phonological processing continued to make a significant contribution with proficient readers under suppression. This confounding outcome implies that a simple choice between phonological and direct-visual coding strategies does not fully explain the L2 reading process under articulatory suppression.RESEARCH ON FIRST LANGUAGE (L1) reading has produced a wide variety of evidence suggesting the crucial contribution of phonological processing-recognizing a word's phonological information on the basis of letter-sound correspondences-in the acquisition of reading In response to these empirical findings, a growing number of second language (L2) researchers have focused on the magnitude of the contribution of these two coding processes on L2 reading performance. One such study is Haynes and Carr (1990), which compared the level of awareness between L2 and L1 readers with respect to orthographic regularity for English. They observed the performance of Taiwanese learners of English and native speakers of English in matching real English words, pseudo-English words (orthographically legal letter strings), and nonwords (orthographically illegal letter strings). Their findings suggest that the performance of proficient L2 learners is closer to that of native speakers than is the performance of

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Effects of subvocal suppression, articulating aloud and noise on sequence recall

Cited by 45 publications

References 21 publications

Children's Memory for Phonemically Confusable and Nonconfusable Letters: Changes with Age and Reading Ability

Children's Memory for Phonemically Confusable and Nonconfusable Letters: Changes with Age and Reading Ability

Recognition memory for prose items in noise

Suppressing Inner Speech in ESL Reading: Implications for Developmental Changes in Second Language Word Recognition Processes

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