Role of serial order in the impact of talker variability on short-term memory: testing a perceptual organization-based account

In two experiments, we examined the impact of the degree of match between sequential auditory perceptual organization processes and the demands of a short-term memory task (memory for order vs. item information). When a spoken sequence of digits was presented so as to promote its perceptual partitioning into two distinct streams by conveying it in alternating female (F) and male (M) voices (FMFMFMFM)—thereby disturbing the perception of true temporal order—recall of item order was greatly impaired (as compared to recall of item identity). Moreover, an order error type consistent with the formation of voice-based streams was committed more quickly in the alternating-voice condition (Exp. 1). In contrast, when the perceptual organization of the sequence mapped well onto an optimal two-group serial rehearsal strategy—by presenting the two voices in discrete clusters (FFFFMMMM)—order, but not item, recall was enhanced (Exp. 2). The results are consistent with the view that the degree of compatibility between perceptual and deliberate sequencing processes is a key determinant of serial short-term memory performance. Alternative accounts of talker variability effects in short-term memory, based on the concept of a dedicated phonological short-term store and a capacity-limited focus of attention, are also reviewed.     

Phonological similarity effects in simple and complex span tasks

Three experiments were conducted to examine the effect of phonological similarity in simple and complex memory span tasks. In Experiment 1, participants performed either a simple or a complex span task, and the memoranda within lists were either phonologically similar or distinct. Phonologically similar lists consisted of words that rhymed.The simple span task was word span. There were two complex span tasks; one was the original reading span task, and the other was a variant of reading span in which all the sentences within a list were contextually related. The classic phonological similarity decrement was observed in word span. In contrast, phonological similarity facilitation was observed in both versions of reading span. This facilitation effect was further investigated in Experiment 2 using two new versions of reading span. In Experiment 2, the sentences in reading span were either short or long, and the memoranda were presented separately from, and were unrelated to, the sentences. Again, words within phonologically similar lists rhymed, and again, facilitation was observed. In Experiment 3, phonological similarity was operationalized in terms of feature overlap, rather than rhyme. The classic phonological similarity decrement was still observed in word span, but facilitation was not observed in complex span. The results suggest that phonological similarity, when operationalized using words that rhyme, serves as a list retrieval cue and that complex span tasks are more dependent on cue-driven memory retrieval mechanisms than are simple span tasks.     

Adaptive memory: Stereotype activation is not enough

Studies have shown that survival processing leads to superior memorability. The aim of the present study was to examine whether this survival recall advantage might result from stereotype activation. To test this hypothesis, we conducted a pilot study and two experiments in which participants were primed with stereotypes (Experiment 1, professor and elderly person; Experiment 2, survival-stereotype). In Experiment 1, 120 undergraduates were randomly assigned to a survival, professor stereotype, elderly person stereotype, or moving scenario and rated words for their relevance to the imagined scenario. In Experiment 2, 75 undergraduates were given a survival, survival-stereotype (based on our pilot study), or moving scenario. Both experiments showed that survival processing leads to a greater recall advantage over the stereotype groups and control group. These data indicate that the mere activation of stereotypes cannot explain the survival recall advantage.     

The effects of problem content and scientific background on information search and the assessment and valuation of correlations

The effects of problem contents and one's scientific background on the detection of correlations and the assessment of their strength were studied using a task that required active data search, assessment of the strength of a correlation, and monetary valuation of the correlation's predictive utility. Participants (N = 72) who were trained either in the natural sciences or in the social sciences and humanities explored data sets differing in contents and actual strength of correlation. Data search was consistent across all variables: Participants drew relatively small samples whose relative sizes would favor the detection of a correlation, if one existed. In contrast, the assessment of the correlation strength and the valuation of its predictive utility were strongly related not only to its objective strength, but also to the correspondence between problem contents and one's scientific background: When the two matched, correlations were judged to be stronger and more valuable than when they did not.     

Sources of History for “A Psychology of Verbal Communication”

There is a standard version of the history of modern mainstream psycholinguistics that emphasizes an extraordinary explosion of research in mid twentieth century under the guidance and leadership of George A. Miller and Noam Chomsky. The narrative is cast as a dramatic shift away from behavioristic principles and toward mentalistic principles based largely on transformational linguistics. A closer view of the literature diminishes the historical importance of behaviorism, shows a prevailing “written language bias” (Linell in The written language bias in linguistics: Its nature, origins and transformations, Routledge, London, 2005, p. 4) in psycholinguistic research, and elevates some theoretical and empirical thinking of the late nineteenth and the early twentieth centuries on language and language use to a far more important role than has heretofore been acknowledged. In keeping with the theoretical and methodological perspective of the present article, it is particularly appropriate that the German philologist Philipp Wegener be “given his due in the annals of linguistic sciences” (Koerner 1991, p. VI*). In his (1885/1991) Untersuchungen über die Grundfragen des Sprachlebens (Investigations regarding the fundamental questions of the life of language; our translation), he began his philological research with the investigation of actual speaking in everyday settings rather than with analyses of purely formal structure. Moreover, he emphasized understanding language and localized this function in the listener. Compatible with Wegener’s own investigations is another aspect of speaking that has been most seriously neglected throughout the history of research on the psychology of verbal communication. For him, as well as for Esper (In C. Murchison [Ed.], A handbook of social psychology, Clark University Press, Worchester, MA, 1935), the basic and primary genre of dialogical discourse was not ongoing conversation, but the occasional use of speech in association with other activities. Both Bühler (Sprachtheorie, Fischer, Stuttgart, 1934/1982) and Wittgenstein (Philosophische Untersuchungen/Philosophical investigations, Basil Blackwell, Oxford, 1958) have also emphasized the importance of the genre of occasional speaking. The article concludes with a discussion of historical shifts in the relationship between psychology and linguistics.     

Disambiguating Information and Memory Resources in Children’s Processing of Italian Relative Clauses

We investigated the role of number agreement on verb and of animacy in the comprehension of subject and object relative clauses in 51 monolingual Italian-speaking children, mean age 9:33, tested through a self-paced listening experiment with a final comprehension question. A digit span test and a listening span test were also administered to examine the role of memory in comprehension. Subject relative clauses were easier to comprehend than object relative clauses; animacy of the relative clause head improved comprehension of object relative clauses; memory, as measured by the digit span test, modulates comprehension of object relative clauses, both with animate and inanimate heads, as shown in response accuracy. Although all children process number agreement morphology on the verb, only some perform a correct reanalysis, as shown by the accuracy measures. We argue that number agreement disambiguation is particularly taxing for children, as it provides a negative symptom in the sense of Fodor and Inoue (J Psycholinguist Res 29(1):25–36, 2000) and reanalysis requires them to hold two dependencies in memory.     

The Relationship Between Phonological Memory,Phonological Sensitivity,and Incidental Word Learning

This study investigated the cognitive abilities needed to succeed at incidental word learning, specifically by examining the role of phonological memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing. Forty 4-year-olds were administered a test of nonword repetition (to investigate phonological memory), rhyming and phoneme alliteration tasks (to investigate phonological sensitivity), and an incidental word learning task (via a computer-based presentation of a cartoon story). A multiple regression analysis revealed that nonword repetition scores did not contribute significantly to incidental word learning. Phonological sensitivity scores were significant predictors of incidental word learning. These findings provide support for a model of lexical acquisition in which phonological knowledge plays an important role.     

The Delinquency Outcomes of Boys with ADHD with and Without Comorbidity

This study examined the association between childhood ADHD and juvenile delinquency by examining data from the Pittsburgh ADHD Longitudinal Study (PALS), a follow-up study of individuals diagnosed with ADHD in childhood (ages 5–12) and recontacted in adolescence and young adulthood for yearly follow-up (age at first follow-up interview M = 17.26, SD = 3.17). Participants were 288 males with childhood ADHD and 209 demographically similar males without ADHD who were recruited into the follow-up study. Delinquency information gathered yearly during the second through eighth follow-up provided a comprehensive history of juvenile delinquency for all participants. Four childhood diagnostic groups [ADHD-only (N = 47), ADHD + ODD (N = 135), ADHD + CD (N = 106), and comparison (N = 209)] were used to examine group differences on delinquency outcomes. Analyses were conducted across three dimensions of delinquency (i.e., severity, age of initiation, and variety). Individuals with childhood ADHD + CD displayed significantly worse delinquency outcomes than the other three groups, across almost all indices of offending. When compared to comparison participants, boys with ADHD-only and ADHD + ODD in childhood displayed earlier ages of delinquency initiation, a greater variety of offending, and higher prevalence of severe delinquency. These findings suggest that although childhood ADHD + CD creates the greatest risk for delinquency, boys with ADHD-only and ADHD + ODD also appear at a higher risk for later offending. The patterns of offending that emerged from the PALS are discussed in the context of the relationship between ADHD, comorbidity, and delinquency.