Modality differences in short-term memory for rhythms

Collier, Geoffrey L.; Logan, Gordon D.

doi:10.3758/bf03201243

Cited by 56 publications

(87 citation statements)

References 18 publications

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“…The items presented on memory lists and probe sequences were the digits 1-9, the digits being presented auditorily to participants. Although the evidence for a modality effect in memory for timing is ambiguous, the partial evidence in favor of an auditory superiority effect led us to use auditory presentation (see, e.g., Collier & Logan, 2000;Glenberg & Jona, 1991;Glenberg, Mann, Altman, Forman, & Procise, 1989;Glenberg & Swanson, 1986; but see Schab & Crowder, 1989;Watkins et al, 1992). The spoken numbers were recorded from a male speaker with a neutral English accent, and digitised for storage on computer.…”

Section: Methodsmentioning

confidence: 99%

“…This paper reports and experiment and some model simulations that place constraints on theories of the relationship between timing and order in short-term memory. Participants were presented with list items and asked to pay attention to the order of the items, and their timing; after presentation of list items the participants were instructed to perform a recognition task on the basis of the order of items (i.e., serial recognition), or their timing (i.e., temporal recognition; see Collier & Logan, 2000;Ross & Houtsma, 1994). Assuming a common temporal dimension for timing and order memory, the experiment provides conditions favorable for observing TIEs in serial order memory by explicitly requiring that participants attend to the timing of items.…”

Section: Methodsmentioning

confidence: 99%

“…More direct evidence for the role of temporal information in short-term memory comes from experiments that specifically require the recall of the temporal schedule of items (Collier & Logan, 2000;Crowder & Greene, 1987;Elvevåg, Brown, McCormack, Vousden, & Goldberg, 2004;Glenberg & Jona, 1991;Saito, 2001;Watkins, LeCompte, Elliott, & Fish, 1992). For example, Watkins et al presented participants with irregularly timed sequences of signals such as beeps, flashes and digits, and had participants reproduce the timing of the items.…”

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confidence: 99%

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Short-term recognition memory for serial order and timing

Farrell

McLaughlin

2007

Memory & Cognition

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1724Numerous contemporary models of memory are dedicated to explaining short-term order memory, and in doing so adopt a variety of assumptions to explain people's ability to maintain and recall the order of items or events in a sequence over the short term. In some models, such as chaining models (e.g., Lewandowsky & Murdock, 1989;Murdock, 1995) and ordinal models (e.g., Farrell & Lewandowsky, 2002;Page & Norris, 1998), ordering is assumed to follow from the relationships between items (associations and relative strengths, respectively). In another class of models, the ordering of items is assumed to follow from the pairing of items with some external representation of the location of an item in a sequence. Of interest here is a subset of these models that assume that the order of items is represented by placing them along a temporal dimension. In temporal context models, such as the connectionist OSCAR model of Brown, Preece, and Hulme (2000), items are ordered by associating each item with a vector representing temporal context; being the output of a bank of sinusoidal oscillators, this temporal context evolves over time and can be used to specify the position of an item in a sequence (see also Burgess & Hitch, 1999). In a similar spirit, temporal distinctiveness models take a more abstract approach to list memory, and treat recall as the discrimination of items along a temporal dimension (e.g., Brown, Neath, & Chater, 2007;Glenberg & Swanson, 1986;Neath, 1993). Although differing in level and details of implementation, these time-based models 1 have in common the assumption that memory for the order of events follows from (temporal context models) or is primarily affected by (temporal distinctiveness models) memory for the timing of those events.A fundamental feature of time-based models is that they predict effects of the temporal isolation of items on ordered recall accuracy. Specifically, the more an item is separated in time from nearby items on a memory list, the more accurately that item is predicted to be recalled. In the case of OSCAR (Brown et al., 2000), cross-talk in the connectionist network that stores the associations between temporal context and items in a sequence means that items that are stored in more similar temporal contexts will interfere more with each other at retrieval when one of those temporal contexts is used as a cue. Temporal distinctiveness models predict this temporal isolation effect (TIE) by virtue of decreased temporal distinctiveness of the items. For example, the recent SIMPLE (scale-invariant memory, perception, and learning) model treats time as a dimension along which items may be discriminated, just like perceptual dimensions such as weight or brightness Neath & Brown, 2006). For a demonstration of the prediction of a TIE in SIMPLE, see Figure 1 of Lewandowsky, Brown, Wright, and Nimmo (2006).A number of experiments have recently been published that systematically call into question these time-based models by demonstrating a lack of TIEs in short-term memory for order....

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Short-term recognition memory for serial order and timing

Farrell

McLaughlin

2007

Memory & Cognition

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“…From this perspective, visual stimuli can evoke activation in auditory association cortex, while auditory stimuli may not evoke a similar response in visual cortex (but, see McIntosh et al, 1998). Moreover, it has been shown that visually presented rhythmic signals are encoded by an auditory code in the brain (Collier and Logan, 2000;Guttman et al, 2005; but, see Grahn et al, 2011). Such an asymmetry in cross-sensory representations might help to explain our asymmetry in the crossmodal transfer of temporal recalibration: the rhythmic visual component of a motor-visual adaptor pair might echo into the auditory modality and induce a motor-"auditory" TRE which then affects the motor-auditory test.…”

Section: Discussionmentioning

confidence: 99%

The build-up and transfer of sensorimotor temporal recalibration measured via a synchronization task

Sugano

Keetels

Vroomen

2012

Seeing and Perceiving

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The timing relation between a motor action and the sensory consequences of that action can be adapted by exposing participants to artificially delayed feedback (temporal recalibration). Here, we demonstrate that a sensorimotor synchronization task (i.e., tapping the index finger in synchrony with a pacing signal) can be used as a measure of temporal recalibration. Participants were first exposed to a constant delay (∼150 ms) between a voluntary action (a finger tap) and an external feedback stimulus of that action (a visual flash or auditory tone). A subjective "no-delay" condition (∼50 ms) served as baseline. After a short exposure phase to delayed feedback participants performed the tapping task in which they tapped their finger in synchrony with a flash or tone.Temporal recalibration manifested itself in that taps were given ∼20 ms earlier after exposure to 150 ms delays than in the case of 50 ms delays. This effect quickly built up (within 60 taps) and was bigger for auditory than visual adapters. In Experiment 2, we tested whether temporal recalibration would transfer across modalities by switching the modality of the adapter and pacing signal. Temporal recalibration transferred from visual adapter to auditory test, but not from auditory adapter to visual test. This asymmetric transfer suggests that sensory-specific effects are at play.

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“…Likewise, studies of temporal pattern and rhythm discrimination also reveal modality differences (e.g., Collier & Logan, 2000;Garner & Gottwald, 1968;Glenberg & Jona, 1991;Handel & Buffardi, 1969;Manning, Pasquali, & Smith, 1975;Rubinstein & Gruenberg, 1971). When presented with rhythmic patterns of flashing lights or auditory stimuli, participants were much better at discriminating auditory as opposed to visual patterns (Rubinstein & Gruenberg, 1971).…”

Section: Modality Constraintsmentioning

confidence: 99%

Modality-Constrained Statistical Learning of Tactile, Visual, and Auditory Sequences.

Conway

Christiansen

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

390

420

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The authors investigated the extent to which touch, vision, and audition mediate the processing of statistical regularities within sequential input. Few researchers have conducted rigorous comparisons across sensory modalities; in particular, the sense of touch has been virtually ignored. The current data reveal not only commonalities but also modality constraints affecting statistical learning across the senses. To be specific, the authors found that the auditory modality displayed a quantitative learning advantage compared with vision and touch. In addition, they discovered qualitative learning biases among the senses: Primarily, audition afforded better learning for the final part of input sequences. These findings are discussed in terms of whether statistical learning is likely to consist of a single, unitary mechanism or multiple, modality-constrained ones.

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Modality differences in short-term memory for rhythms

Cited by 56 publications

References 18 publications

Short-term recognition memory for serial order and timing

Short-term recognition memory for serial order and timing

The build-up and transfer of sensorimotor temporal recalibration measured via a synchronization task

Modality-Constrained Statistical Learning of Tactile, Visual, and Auditory Sequences.

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