scholarly journals Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia

2005 ◽  
Vol 33 (7) ◽  
pp. 1210-1219 ◽  
Author(s):  
Jennifer M. Thomson ◽  
Ulla Richardson ◽  
Usha Goswami
Keyword(s):  
Short Term Memory ◽  
Phonological Similarity ◽  
Typical Development ◽  
Short Term ◽  
Term Memory

scholarly journals Verbal Short-Term Memory and Motor Speech Processes in Broca’s Aphasia

1995 ◽  
Vol 8 (2) ◽  
pp. 81-91 ◽  
Author(s):  
C. Goerlich ◽  
I. Daum ◽  
I. Hertrich ◽  
H. Ackermann
Keyword(s):  
Word Length ◽  
Articulatory Suppression ◽  
Short Term Memory ◽  
Speech Rate ◽  
Phonological Similarity ◽  
Short Term ◽  
Motor Speech ◽  
Term Memory ◽  
Control Subjects ◽  
Broca’S Aphasia

The present study investigated the relationship between verbal short-term memory and motor speech processes in healthy control subjects and five patients suffering from Broca's aphasia. Control subjects showed a phonological similarity effect, a word length effect and an articulatory suppression effect, supporting the hypothesis of a phonological store and an articulatory loop component of short-term memory. A similar effect of phonological similarity was observed in the aphasic patients, while the effects of word length and articulatory suppression were reduced. In control subjects, measures of short-term memory were correlated to measures of motor speech rate only if speech rate was assessed in more complex conditions (such as sentence rather than syllable repetition). There was also evidence of an association of speech impairment and short-term memory deficits in the aphasic patients.

Effects of Irrelevant Sounds on Phonological Coding in Reading Comprehension and Short term Memory

1996 ◽  
Vol 49 (2) ◽  
pp. 398-416 ◽  
Author(s):  
Robyn Boyle ◽  
Veronika Coltheart
Keyword(s):  
Reading Comprehension ◽  
Relative Clause ◽  
Instrumental Music ◽  
Short Term Memory ◽  
Phonological Similarity ◽  
Error Rates ◽  
Syntactic Complexity ◽  
Short Term ◽  
Term Memory ◽  
Phonological Coding

The effects of irrelevant sounds on reading comprehension and short-term memory were studied in two experiments. In Experiment 1, adults judged the acceptability of written sentences during irrelevent speech, accompanied and unaccompanied singing, instrumental music, and in silence. Sentences varied in syntactic complexity: Simple sentences contained a right-branching relative clause ( The applause pleased the woman that gave the speech) and syntactically complex sentences included a centre-embedded relative clause ( The hay that the farmer stored fed the hungry animals). Unacceptable sentences either sounded acceptable ( The dog chased the cat that eight up all his food) or did not ( The man praised the child that sight up his spinach). Decision accuracy was impaired by syntactic complexity but not by irrelevant sounds. Phonological coding was indicated by increased errors on unacceptable sentences that sounded correct. These error rates were unaffected by irrelevant sounds. Experiment 2 examined effects of irrelevant sounds on ordered recall of phonologically similar and dissimilar word lists. Phonological similarity impaired recall. Irrelevant speech reduced recall but did not interact with phonological similarity. The results of these experiments question assumptions about the relationship between speech input and phonological coding in reading and the short-term store.

scholarly journals Effects of Lexical Competition on Immediate Memory Span for Spoken Words

2003 ◽  
Vol 56 (6) ◽  
pp. 929-954 ◽  
Author(s):  
Winston D. Goh ◽  
David B. Pisoni
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Item Type ◽  
Phonological Similarity ◽  
Lexical Competition ◽  
Short Term ◽  
Term Memory ◽  
Immediate Memory ◽  
Spoken Words ◽  
Sampling Procedures

Current theories and models of the structural organization of verbal short-term memory are primarily based on evidence obtained from manipulations of features inherent in the short-term traces of the presented stimuli, such as phonological similarity. In the present study, we investigated whether properties of the stimuli that are not inherent in the short-term traces of spoken words would affect performance in an immediate memory span task. We studied the lexical neighbourhood properties of the stimulus items, which are based on the structure and organization of words in the mental lexicon. The experiments manipulated lexical competition by varying the phonological neighbourhood structure (i.e., neighbourhood density and neighbourhood frequency) of the words on a test list while controlling for word frequency and intra-set phonological similarity (family size). Immediate memory span for spoken words was measured under repeated and nonrepeated sampling procedures. The results demonstrated that lexical competition only emerged when a nonrepeated sampling procedure was used and the participants had to access new words from their lexicons. These findings were not dependent on individual differences in short-term memory capacity. Additional results showed that the lexical competition effects did not interact with proactive interference. Analyses of error patterns indicated that item-type errors, but not positional errors, were influenced by the lexical attributes of the stimulus items. These results complement and extend previous findings that have argued for separate contributions of long-term knowledge and short-term memory rehearsal processes in immediate verbal serial recall tasks.

Phonological and Visuospatial Short-Term Memory in Children With Specific Language Impairment

2012 ◽  
Vol 11 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Lucy A. Henry ◽  
David J. Messer ◽  
Gilly Nash
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Memory Span ◽  
Relative Strength ◽  
Typical Development ◽  
Short Term ◽  
Term Memory ◽  
Specific Language ◽  
Span Tasks

An investigation was carried out into the phonological short-term memory (PSTM) and visuospatial short-term memory (VSSTM) skills of children with specific language impairment (SLI; n = 41) using memory span tasks. Individuals with SLI were compared with children who had milder degrees of language difficulty (“low language functioning” [LLF]; n = 31) and children with typical development (n = 88). Regression analyses examined the effects of group after controlling for age and nonverbal IQ; further regressions included an additional control for verbal IQ. Even after controlling for all of these variables, children with SLI and LLF showed significantly weaker PSTM than children with typical development. For VSSTM, there were no overall group differences in performance. The findings imply that the PSTM difficulties that have been reported in children with SLI are substantial, whereas VSSTM appears to be an area of relative strength for most children with SLI.

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