Selective interference with verbal short-term memory for serial order information: A new paradigm and tests of a timing-signal hypothesis

Many recent computational models of verbal short-term memory postulate a separation between processes supporting memory for the identity of items and processes supporting memory for their serial order. Furthermore, some of these models assume that memory for serial order is supported by a timing signal. We report an attempt to find evidence for such a timing signal by comparing an “item probe” task, requiring memory for items, with a “list probe” task, requiring memory for serial order. Four experiments investigated effects of irrelevant speech, articulatory suppression, temporal grouping, and paced finger tapping on these two tasks. In Experiments 1 and 2, irrelevant speech and articulatory suppression had a greater detrimental effect on the list probe task than on the item probe task. Reaction time data indicated that the list probe task, but not the item probe task, induced serial rehearsal of items. Phonological similarity effects confirmed that both probe tasks induced phonological recoding of visual inputs. Experiment 3 showed that temporal grouping of items during list presentation improved performance on the list probe task more than on the item probe task. In Experiment 4, paced tapping had a greater detrimental effect on the list probe task than on the item probe task. However, there was no differential effect of whether tapping was to a simple or a complex rhythm. Overall, the data illustrate the utility of the item probe/list probe paradigm and provide support for models that assume memory for serial order and memory for items involve separate processes. Results are generally consistent with the timing-signal hypothesis but suggest further factors that need to be explored to distinguish it from other accounts.     

Exploring mystery: can Christian meditation at school nurture students’ relationships with God?

ABSTRACT

While there is growing international interest in meditation and mindfulness initiatives in schools, little research has focused on exploring the impact of such practices on students’ spirituality. This paper reports data from a mixed method study involving primary school classes engaged in the regular practice of Christian meditation between Years 4 to 6 in Catholic schools in New South Wales, Australia. Student focus group data (n = 114 students) and a student survey (n = 250 students) suggest Christian meditation offers an inclusive and ‘hospitable’ space for many students, where their spiritual well-being can be nurtured, including their connection to God. However, the findings suggest that accompanying dialogue with students around the purpose and possibilities of Christian meditation may help to better situate the practice as a ‘hospitable space’ thus enabling deeper engagement with the spiritual in contemporary Catholic classrooms.