Ear differences for same-different reaction times to monaurally presented speech

Subjects were played sequences of two consonant-vowel syllables which they had to judge as “same” or “different.” The first syllable was always played binaurally and the second came either to the left or to the right ear. The two syllables were always on different pitches. Subjects were faster in judging the syllables “different” when the second syllable came to the right than to the left ear, but there was no ear difference for “same” judgments. This experiment suggests that ear differences can be obtained under monaural stimulation on a task involving a simple phonetic judgment. It also suggests that some process of categorization is necessary in tasks which show left hemisphere superiority for verbal material.     

The perception of interleaved melodies

If the notes of two melodies whose pitch ranges do not overlap are interleaved in time so that successive tones come from the different melodies, the resulting sequence of tones is perceptually divided into groups that correspond to the two melodies. Such “melodic fission” demonstrates perceptual grouping based on pitch alone, and has been used extensively in music.Experiment I showed that the identification of interleaved pairs of familiar melodies is possible if their pitch ranges do not overlap, but difficult otherwise. A short-term recognition-memory paradigm (Expt II) showed that interleaving a “background” melody with an unfamiliar melody interferes with same-different judgments regardless of the separation of their pitch ranges, but that range separation attenuates the interference effect. When pitch ranges overlap, listeners can overcome the interference effect and recognize a familiar target melody if the target is prespecified, thereby permitting them to search actively for it (Expt III). But familiarity or prespecification of the interleaved background melody appears not to reduce its interfering effects on same-different judgments concerning unfamiliar target melodies (Expt IV).     

Cerebral organization in bilinguals : I. Lateralization

There were no differences in lateral dominance indices between first and second languages in English-Hebrew bilinguals tested with a dichotic word test. Lateral dominance was the same for both languages regardless of when the second language was learned, how long it had been used, or how well it was known (according to a self-rating scale). In addition, the “traditional” sex differences were found where females had a significantly better overall recall performance but a significantly smaller difference in performance between the right and left ears.     

Part of speech and phonological form implied in written-word comprehension: Evidence from homograph disambiguation by normal and aphasic subjects

A sentence construction experiment examining the effect of part of speech and phonological form in written-word comprehension is reported. Normal and aphasic subjects had to write sentences incorporating a given word pair, one word was a homograph (e.g., “bank”) whose meaning was context-biased by the other (e.g., “money”/“river”). The effect of three psycholinguistic factors on subjects' performance was questioned: (i) The relative frequency of one meaning of the homograph as compared to the other meaning; (ii) The lexical/syntactic ambiguity (“ball”/“can”); (iii) The same/different phonological forms of the two meanings (“fair”/“bass”). The results are discussed in the framework of a model in which multiple special-purpose procedures are involved in normal processing, some of them being differentially impaired by brain disease in Broca's and Wernicke's aphasics.     

Listening to speech while retaining music: What happens to the right-ear advantage?

On each trial, subjects were played a dichotic pair of syllables differing in the consonant (/ba/, /da/, /ga/) or in the vowel (/ba/, /b?/, /bi/). The pair of syllables was preceded by a melody, or a sentence, and followed by the same or a different melody, or sentence. Subjects either had to retain the first piece of additional material or were free to ignore it. The different combinations of phonemic contrast, additional material, and instruction concerning the additional material were used in different sessions. In each case, the main task of the subjects was to respond to the presence or the absence of the target /ba/ on the ear previously indicated. There was no effect of context on relative ear accuracy, but the right-ear advantage observed for consonants in response latency when subjects retained a sentence gave way to a small nonsignificant left-ear advantage when subjects retained a melody. Right-ear advantage in response latencies was also observed for vowels in the verbal context, but the contextual effect, although in the same direction as for consonants, was very slight. The implications of contextual effects for a theory of the determinants of the auditory laterality effects are discussed.     

Dichotic testing of cerebral dominance in stutterers

Matched groups of right-handed male stutterers and controls received dichotic presentations of CVs and melodies on two occasions. Right ear advantages were obtained for CVs and left ear advantages for melodies, without significant differences between groups. However, a significantly greater number of stutterers than controls consistently failed to show the expected ear laterality for either type of material.     

Recognizing melodies: A dynamic interpretation

Two experiments explore hypotheses about rhythm and contour in recognition of simple pitch strings (melodies). Target melodies that differed with respect to pitch relationships (interval and contour pitch differences) and rhythm, were presented to ordinary listeners who were told to learn the melodies (Phase I). In a subsequent recognition test (Phase II), listeners had to recognize these same target melodies although they were transposed to a different musical key. In recognition, target melodies appeared in the original rhythm or in new rhythms that simulated some pause properties of the original rhythm. Target melodies were interspersed with decoy melodies that either preserved the pitch contour of targets or did not; all appeared in the original rhythm and in new rhythms. Results indicated that a new rhythmic context lowered recognizability of target melodies, and that decoys were most confusing when they possessed the same “dynamic shape” (contour-plus-rhythm) as targets (Experiment 1). Also, target recognition improved with Phase I familiarity (Experiment 2), although rhythmic shifts remained detrimental across levels of target familiarity. Confusions based on “dynamic shape” accounted for a relatively high proportion of errors where familiarity with targets is low. Findings were interpreted in terms of a theory of context-sensitive dynamic attending in which remembering is assumed to involve recapitulation of the original rhythmical activities involved in attending to melodies.     

Hemispheric asymmetries in faculty and student musicians and nonmusicians during melody recognition tasks

Current research has suggested that musical stimuli are processed in the right hemisphere except in musicians, in whom there is an increased involvement of the left hemisphere. The present study hypothesized that the more musical training persons receive, the more they will rely on an analytic/left-hemispheric processing strategy. The subjects were 10 faculty and 10 student musicians, and 10 faculty and 10 student nonmusicians. All subjects listened to a series of melodies (some recurring and some not) and excerpts (some actual and some not) in one ear and, after a rest, to a different series of melodies in the other ear. The task was to identify recurring vs. nonrecurring melodies and actual vs. nonactual excerpts. For student musicians, there was a right-ear/left-hemispheric advantage for melody recognition, while for student nonmusicians, the situation was the reverse. Neither faculty group showed any ear preference. There were no significant differences for excerpt recognition. Two possible explanations of the faculty performance were discussed in terms of physical maturation and a functionally more integrated hemispheric approach to the task.     

A study of alpha hemispheric asymmetries for verbal and nonverbal stimuli in males and females

The alpha hemispheric asymmetries of males and females were examined with electroencephalographic (EEG) techniques during exposure to connected speech and nonlinguistic stimuli. The subject selection controlled for familial handedness and each subject was administered the Block Design and Vocabulary Subtests of the WAIS as a general measure of “visual-spatial” and “verbal” ability. The results showed that there was less alpha in the right hemisphere for nonverbal tasks and less alpha in the left hemisphere for verbal tasks. The females showed significantly more “lateralization” during the tasks as compared to the males. The results are discussed in terms of processing differences and the possible effects of subject variables, stimulus mode, stimulus presentation, and task requirements on neurolinguistic research results.     

Field articulation and working memory

This experiment assessed the proposal that performance differences associated with field independence/field articulation reflect differential efficiency in the use of a limited capacity information-processing system termed working memory. Extreme scores on a group-administered version of the embedded figures test were used to identify subjects “high” and “low” in degree of field articulation. The task required that a subject retain a series of digits for subsequent report while performing a semantic modification of a target phrase. Concurrent information load on working memory was varied in two ways: by increasing memory load from 3 to 6 digits, and by increasing the complexity of the semantic processing required. In low information load conditions no differences were found between high FA and low FA groups. In high information load conditions low FA subjects made more errors in digit recall and took longer to perform the difficult semantic modification.     

Ear differences in the recall of monaurally presented sentences

Using a short-term memory paradigm, with an interpolated task, college students were required to recall monaurally presented sentences. Four types of sentences, representing a factorial combination of Surface Structure, either right-branching or self-embedded, and Semantic Constraint, either semantically normal or semantically anomalous, were used. Analysis of recall data indicated a right ear advantage (REA). This result clearly contradicts Kimura's (1967) “perceptual rivalry” hypothesis which assumes that auditory conflict as induced, for example, through dichotic stimulation, is necessary for producing a REA in verbal processing. It was concluded that short-term and attentional factors contributed to the presence of the REA. No interactions involving Ear and either Surface Structure and/or Semantic Constraint were obtained and, therefore, no conclusion could be drawn regarding the view (Kimura and Folb, 1968; Studdert-Kennedy and Shankweiler, 1970) that the lateralized speech encoding mechanisms operate solely at a phonemic or subphonemic level.     

Heart rate variability and respiratory concomitants of visual and nonvisual “imagery” and cognitive style

Attention to visual and nonvisual imagery, elicited by an imagery questionnaire, was studied using both within and between subjects analyses of cardiac and respiratory parameters. Visual imagery was accompanied by more regular interbeat heart rate (HR) and shorter, more stable respiratory cycles than nonvisual imagery. “Visually-oriented” thinkers (visualizers), identified by a word association test, manifested less overall variability in HR than “verbally-oriented” thinkers (verbalizers), as well as less variable HR and respiratory period during visual imagery. Visual and nonvisual imagery differed in HR variability for verbalizers and in respiration period for visualizers. The results are discussed in terms of the concepts of attention deployment, “mental load”, cerebral asymmetry, and stylistic personality differences in cognitive functioning.     

Processing the intensity of dichotic syllables

Subjects were required to match the intensity levels of the left- and right-ear members of dichotically presented nonsense syllables. When subjects matched the overall average intensities of a sequence of differing dichotic pairs no ear differences were observed. When repetitions of single dichotic pairs were matched right-ear syllables were judged louder than left-ear syllables. The results support a model predicting left-hemisphere superiority in a task permitting higher-level encoding of speech input.     

Dichotic speech perception: A comparison between stuttering and nonstuttering children

A stop consonant-vowel dichotic listening task was administered to 90 right- handed boys, 30 in each age group of 5, 7, and 9 yr. Half in each group were stutterers, half nonstutterers. Two and a half times as many stutterers as nonstutterers were found to display either a left-ear advantage (LEA) or no ear advantage (NEA). This finding suggested a greater tendency on the part of stutterers, as opposed to nonstutterers, for reversed or bilateral representation of the auditory speech areas of the brain. In addition, both stutterers and nonstutterers displayed significant developmental increases in the number of times they were able to identify both dichotic speech stimuli, thereby supporting the hypothesis of an age-related increase in children's total information processing capacity. The results are discussed in terms of the differences between stutterers and nonstutterers with respect to the issues of motor representation, cognitive modes, and higher-order linguistic processes.     

Conditional handedness: Handedness changes in multiple personality disordered subject reflect shift in hemispheric dominance

This study investigates whether the host personality (Pe) and the primary alterpersonality (Pa) of a woman with multiple personality disorder are controlled by the left and right hemispheres, respectively. Results support the hypothesis. Behavioral and preference measures indicate that Pe is strongly right handed and Pa is left handed. Verbal and musical dichotic tests show significantly greater accuracy for stimuli presented to the left ear for Pa and to the right ear for Pe. It is concluded that shifts in hemisphericity involve redistribution of attentional resources and callosal suppression. “Conditional handedness” is proposed as a handedness subtype, characterizing persons who alternate personalities and consistently display alternate hand preferences linked to specific personality characteristics.     

Ear differences in simple reaction time: The influence of attentional factors

Simple motor reaction times (right-handed) to tape-recorded consonant-vowel syllables were obtained from 12 subjects under two conditions of monotic stimulation: “expected” presentation (subject informed as to ear of presentation) and “random” presentation (ear of presentation varied randomly). Significantly faster left ear reaction times were obtained in the “expected” condition. The rank order of subjects' standard dichotic listening task scores correlated negatively with reaction time ear differences in the “expected” presentation condition. Results are discussed in terms of existing theories of response lateralization in simple reaction time tasks, and an expanded hypothesis is offered. Specifically, it is suggested that two or more distinct but potentially overlapping mechanisms may be responsible for observed asymmetries in monotic auditory perception. Both an attentional or lateralized motor response bias and an inherent lateralization of function may operate side by side, differentially activated by task demands, mode of stimulus presentation, and nature of stimuli.     

Monaural recall and the right-ear advantage

Lists of eight nonsense syllables were monaurally presented to right-handed men and women for free recall, half to each ear on each trial. Results showed a right-ear advantage (REA) in the recall of recency items, but not primacy items and for males only. Among males only that subgroup without familial sinistrality demonstrated the REA. Results offer support for the following: (A) the language mechanisms involved in short-term “echoic” memory are particularly well-lateralized; (B) mechanisms underlying monaural REAs may be similar to those responsible for the asymmetries found in other paradigms; (C) processing demands and strategies inherent to the monaural technique may account in part for its limited reliability in yielding REA and for the present absence of REA among females.     

Multivariate relationships between measures of learning style and memory

Three self-report instruments assessing “learning style” were administered to 106 undergraduate students: the Inventory of Learning Processes, the Study Behavior Questionnaire, and the Learning Style Inventory. Performance measures on word list and prose learning tasks were also obtained using both immediate and delayed retention tests. Canonical correlation analysis of the pairs of learning style instruments indicated that there was a small to moderate amount of overlapped variance. Inspection of the canonical variates revealed that what overlap existed was generally due to a common factor related to the depth of processing conception of memory. No significant canonical correlations were obtained between any of the learning style instruments and word list retention measures. However, the Inventory of Learning Processes and the Learning Style Inventory each obtained one significant canonical correlation with the set of prose retention measures. There was little overlap between sets of retention measures derived separately from prose and word list tasks. The findings have implications concerning (a) the validity and equivalency of available self-report instruments assessing learning style, (b) the role of the learning task in studying individual differences in learning and memory processes, and (c) the assessment of “depth of processing” at the level of individual differences.     

Locus of control and the perception of freedom in an agent of reinforcement

Internals and externals observed a staged videotape presentation that portrayed a “teacher” and a “learner” engaging in a 20-item anagrams task. For externals, any variability (10, 50, and 90% schedule) in the reinforcing behavior of the “teacher” (agent of reinforcement) resulted in significantly greater perceived freedom than when no variability (0 and 100% schedule) occurred in behavior. For internals, perceived freedom was a negative linear function of the amount of reinforcement administered. Internals indicated that they could influence the behavior of the “teacher” in all reinforcement conditions, whereas externals indicated that they could influence only the “teachers” in the variable reinforcement conditions. It was concluded that greater freedom is attributed to a person whose behavior is perceived as congruent with the person's inner disposition.