The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults

Taitelbaum-Swead, Riki; Icht, Michal; Mama, Yaniv

doi:10.3766/jaaa.16032

Cited by 8 publications

(6 citation statements)

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“…Across the modes of presentation (written and manual) and the types of production (vocalization and signed), the act of producing study items improved their memory relative to studying by no-production. This was an expected result because the PE had been previously documented for several populations (e.g., preschool children, Icht and Mama, 2015;younger and older adults, Lin and MacLeod, 2012;dysarthric adults, Icht et al, 2016), including HI CI users (Taitelbaum Swead et al, 2017).…”

Section: The Pe In Hi Sign Language Userssupporting

confidence: 64%

“…pictures (Icht and Mama, 2015). It was also found for auditory-presented words (Mama and Icht, 2016a;Taitelbaum Swead et al, 2017). Many populations show a PE, from preschool children (Icht and Mama, 2015) to younger and older adults (Lin and MacLeod, 2012).…”

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confidence: 78%

“…Recently, the benefit of vocal production (relative to no-production) was documented for prelingually deafened cochlear implant (CI) users, across the visual and auditory modalities (Taitelbaum Swead et al, 2017). Reviewing the literature, this population typically shows memory deficits (e.g., decreased workingmemory spans), especially when learning auditory material (Pisoni et al, 2011;Geers et al, 2013).…”

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confidence: 99%

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The Effect of Presentation Mode and Production Type on Word Memory for Hearing Impaired Signers

2018

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Production effect (PE) is a memory phenomenon referring to better memory for produced (vocalized) than for non-produced (silently read) items. Reading aloud was found to improve verbal memory for normal-hearing individuals, as well as for cochlear implant users, studying visually and aurally presented material.The present study tested the effect of presentation mode (written or signed) and production type (vocalization or signing) on word memory in a group of hearing impaired young adults, sign-language users.A PE paradigm was used, in which participants learned lexical items by two presentation modes, written or signed. We evaluated the efficacy of two types of productions: vocalization and signing, using a free recall test.Twenty hearing-impaired young adults, Israeli sign language (ISL) users, participated in the study, ten individuals who mainly use manual communication (MC) (ISL as a first language), and ten who mainly use total communication (TC).For each condition, we calculated the proportion of study words recalled. A mixed-design analysis of variance was conducted, with learning condition (written-vocalize, written-signed, and manual-signed) and production type (production and no-production) as within-subject variables, and group (MC and TC) as a between-subject variable.Production benefit was documented across all learning conditions, with better memory for produced over non-produced words. Recall rates were higher when learning written words relative to signed words. Production by signing yielded better memory relative to vocalizing.The results are explained in light of the encoding distinctiveness account, namely, the larger the number of unique encoding processes involved at study, the better the memory benefit.

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Section: The Pe In Hi Sign Language Userssupporting

confidence: 64%

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confidence: 78%

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confidence: 99%

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The Effect of Presentation Mode and Production Type on Word Memory for Hearing Impaired Signers

2018

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“…Additionally, vocalization has been found to enhance memory among several kinds of population, including older adults (Lin & MacLeod, 2012), pre-school children (e.g. using pictures, Icht & Mama, 2015), and hearing-impaired individuals (Taitelbaum-Swead, Icht, & Mama, 2017;Taitelbaum-Swead, Mama, & Icht, 2018). These groups typically show reduced memory (both quantitatively and qualitatively) relative to young healthy adults.…”

Section: The Advantages Of the De-contextualization Approachesmentioning

confidence: 99%

The effect of vocal production on vocabulary learning in a second language

Icht

Mama

2019

Language Teaching Research

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The Production Effect (PE) is a memory phenomenon, referring to memory advantage for produced items (read aloud) over non-produced items (read silently). Since vocalizing shows consistent memory benefits, it has been suggested as a mnemonic that can be used to assist vocabulary learning. The present study investigated the PE in L2 vocabulary learning and examined whether learning is durable over time. Hebrew speaking students learned new words in Esperanto, either by vocal production or by no-production. Retention interval varied between participants – from immediate, 1-week, and 2-weeks following the learning phase. The results showed a significant PE – a memory advantage for vocally produced over non-produced words across all learning intervals. Memory performance was higher in the immediate tests than in the delayed tests. The produced words were more durable and showed less memory decay over time. These findings support using vocalization as a simple yet effective memory tool in the first stages of L2 learning, as a classroom activity and as a homework practice assignment.

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“…As reading aloud is such a simple and easy act to perform, it was suggested as a mnemonic device (Ozubko et al, 2012). Indeed, the PE has been documented across various populations (dysarthric adults, Icht, Bergerzon-Biton, & Mama, 2016; individuals with hearing impairments, Taitelbaum-Swead, Icht, & Mama, 2017; Taitelbaum-Swead, Mama, & Icht, 2018). The current study tested the PE in a group of young adults with ADHD, with and without MPH, and compared their memory performance to a control group.…”

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confidence: 99%

Production Effect in Adults With ADHD With and Without Methylphenidate (MPH): Vocalization Improves Verbal Learning

Mama

Icht

2018

J Int Neuropsychol Soc

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Objectives: Reading aloud (vocal production) enhances memory relative to reading silently, the Production Effect (PE) in memory. Thus, vocalization has been suggested as a mnemonic device. The current study tested the PE in a sample of adults with ADHD and in a control sample, evaluating verbal learning. Methods: Twenty adults with ADHD and 21 controls learned a list of words, half by reading aloud and half by reading silently. Free recall test followed. The participants with ADHD performed the task twice (in two different sessions in a counterbalanced order), before self-administration of a single dose of methylphenidate (MPH) and 60-min after dosage. Results: PEs were found for all groups. Memory was better for the controls than for the ADHD group (with or without MPH). In the ADHD group, recall rates and the PE were higher with than without MPH. Conclusions: These results suggest that vocalization yields a larger memory gain with MPH. Possibly, MPH enables the ADHD participants to better shift their attention to the aloud words, enhancing their retrieval rates. Theoretically, these findings stress the role of attention in the PE. (JINS, 2019, 25, 230–235)

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The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults

Abstract: The results support the construct that young adults with CIs will benefit more from learning via the visual modality (reading), rather than the auditory modality (listening). Importantly, vocal production can largely improve auditory word memory, especially for the CI group.

Cited by 8 publications

References 47 publications

The Effect of Presentation Mode and Production Type on Word Memory for Hearing Impaired Signers

The Effect of Presentation Mode and Production Type on Word Memory for Hearing Impaired Signers

The effect of vocal production on vocabulary learning in a second language

Production Effect in Adults With ADHD With and Without Methylphenidate (MPH): Vocalization Improves Verbal Learning

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