scholarly journals The phonological loop model of working memory: An ERP study of irrelevant speech and phonological similarity effects

1997 ◽  
Vol 25 (4) ◽  
pp. 471-483 ◽  
Author(s):  
Manuel Martín-Loeches ◽  
Stefan R. Schweinberger ◽  
Werner Sommer
Keyword(s):  
Working Memory ◽  
Phonological Similarity ◽  
Irrelevant Speech ◽  
Phonological Loop ◽  
Loop Model

Word Dose in the Disruption of Serial Recall by Irrelevant Speech: Phonological Confusions or Changing State?

1996 ◽  
Vol 49 (4) ◽  
pp. 919-939 ◽  
Author(s):  
Andrew M. Bridges ◽  
Dylan M. Jones
Keyword(s):  
Working Memory ◽  
Serial Recall ◽  
Phonological Similarity ◽  
Verbal Material ◽  
Irrelevant Speech ◽  
Dose Effect ◽  
State Information ◽  
Cast Doubt ◽  
Irrelevant Speech Effect

Irrelevant background speech disrupts serial recall of visually presented lists of verbal material. Three experiments tested the hypothesis that the degree of disruption is dependent on the number of words heard (i.e. word dose) whilst the task was undertaken. Experiments 1 and 2 showed that more disruption is produced if the word dose is increased, thereby providing evidence to support the experimental hypothesis. It was concluded from the first two experiments that the word-dose effect might be the result of increasing the amount of changing-state information in the speech. The results of Experiment 3 supported this conclusion by showing an interaction between word dose and changing-state information. It was noted however that the results might be explained within the working memory account of the disruptive action of irrelevant speech. A further two experiments cast doubt on this possibility by failing to replicate the finding that the phonological similarity between heard and seen material affects the degree of interference (Salamé & Baddeley, 1982). The findings are discussed in relation to the changing state hypothesis of the irrelevant speech effect (e.g. Jones, Madden, & Miles, 1992).

Grouping in short-term verbal memory: Is position coded temporally?

2002 ◽  
Vol 55 (2) ◽  
pp. 391-424 ◽  
Author(s):  
Honey L.H. Ng ◽  
Murray T. Maybery
Keyword(s):  
Serial Position ◽  
Verbal Memory ◽  
Contextual Information ◽  
Positional Information ◽  
Stimulus Onset ◽  
Time Dependent ◽  
Phonological Loop ◽  
Loop Model ◽  
Short Term ◽  
Temporal Grouping

The nature of the mechanisms that code item position in serial short-term verbal recall was investigated with reference to temporal grouping phenomena—effects that arise when additional pauses are inserted in a presented list to form groups of items. Several recent models attempt to explain these phenomena by assuming that positional information is retained by associating items with contextual information. According to two of the models—the Phonological Loop model (Hitch, Burgess, Towse, & Culpin, 1996) and the OSCAR model (Brown, Preece, & Hulme, 2000)—contextual information depends critically on the timing of item presentation with reference to group onset. By contrast, according to the Start-End model (Henson, 1998) and a development from it, which we label the Oscillator-Revised Start-End model (Henson & Burgess, 1997), contextual information is independent of time from group onset. Three experiments examined whether coding of position is time dependent. The critical manipulation was to vary stimulus-onset asynchrony from one group to the next in the same list. Lists of consonants were presented visually, but with vocalization in Experiment 1, auditorily in Experiment 2, and auditorily with articulatory suppression in Experiment 3. The pattern of order errors consistently favoured the predictions of the time-independent models over those of the time-dependent models in that across-group transpositions reflected within-group serial position rather than time from group onset. Errors involving intrusions from previous lists also reflected within-group serial position, thereby extending support for the time-independent models.

scholarly journals The irrelevant speech effect and working memory load

NeuroImage ◽  
2004 ◽  
Vol 22 (3) ◽  
pp. 1107-1116 ◽  
Author(s):  
Jens Gisselgård ◽  
Karl Magnus Petersson ◽  
Martin Ingvar
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Irrelevant Speech ◽  
Working Memory Load ◽  
Irrelevant Speech Effect

scholarly journals Training Working Memory of Children with and without Dyslexia

Children ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 47 ◽  
Author(s):  
Claudia Maehler ◽  
Christina Joerns ◽  
Kirsten Schuchardt
Keyword(s):  
Working Memory ◽  
Memory Performance ◽  
Operational Efficiency ◽  
Third Graders ◽  
Central Executive ◽  
Phonological Loop ◽  
School Age Children ◽  
Control Group ◽  
Long Term Effects

For the future school performance of a child in the fields of literacy and numeracy, the operational efficiency of working memory is a central predictor. Children affected by dyslexia exhibit specific deficits in the functions of working memory. A software application for elementary school-age children has been specifically developed for this study, attempting to improve the working memory’s operational efficiency. Based on Baddeley’s model of working memory (1986), the phonological loop, the visuo-spatial sketchpad, and the central executive were trained in 18 sessions over a period of six weeks. The group of test subjects undergoing this training was composed of third-graders, of which 43 were and 27 were not affected by dyslexia. The untrained control group was made up of 41 third-graders with dyslexia and 28 without dyslexia. While the short-term effects of the program could not be proven, the present analyses focus on long-term effects. The results obtained from a pre-test/follow-up design reveal that no long-term increases in performance regarding phonological and central executive working memory could be confirmed. Only the visuo-spatial Corsi block span exhibited a training effect over a period of three months. Additionally, training did not show any long-term effect of performance improvement, not even for a subgroup of children with dyslexia and an especially low working memory performance. Thus, even after this study, the question whether working memory can be trained or not remains partly unanswered but leaves us predominantly pessimistic.

Working Memory as Separable Subsystems: a Study with Portuguese Primary School Children

2013 ◽  
Vol 16 ◽  
Author(s):  
Isabel S. Campos ◽  
Leandro S. Almeida ◽  
Aristides I. Ferreira ◽  
Luis F. Martinez
Keyword(s):  
Working Memory ◽  
Phonological Loop ◽  
Primary School Children ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Domain Specific ◽  
Visuospatial Sketchpad ◽  
Confirmatory Factor ◽  
Visuospatial Information ◽  
Best Fit

AbstractAlthough much research has been done to study the working memory structure in children in their first school years, the relation of cognitive constructs involved in this process remains uncertain. In particular, it is unclear whether working memory is a domain general construct that coordinates separate codes of verbal and visuospatial storage or whether it is a domain-specific construct with distinct resources of verbal and visuospatial information. This paper investigates the structure of working memory, by using the Working Memory Test Battery for Children (WMTB-C) and by doing confirmatory factor analyses (CFAs) on a sample of Portuguese children (n = 103) between 8 and 9 years of age. The results of the confirmatory factor analyses that provide the best fit of the data correspond to the model that includes Central Executive and Visuospatial Sketchpad in the same factor, co-varying with a Phonological Loop factor. Moreover, the traditional working memory tripartite structure – based on the Baddeley and Hitch Model – revealed good fit to the data.

A Comparison of Computation Span and Reading Span Working Memory Measures’ Relations With Problem-Solving Criteria

2017 ◽  
Vol 121 (3) ◽  
pp. 430-444
Author(s):  
Richard Perlow ◽  
Mia Jattuso
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Practical Implication ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Theory Development ◽  
Performance Outcomes ◽  
Phonological Loop ◽  
Working Memory Models

Researchers have operationalized working memory in different ways and although working memory–performance relationships are well documented, there has been relatively less attention devoted to determining whether seemingly similar measures yield comparable relations with performance outcomes. Our objective is to assess whether two working memory measures deploying the same processes but different item content yield different relations with two problem-solving criteria. Participants completed a computation-based working memory measure and a reading-based measure prior to performing a computerized simulation. Results reveal differential relations with one of the two criteria and support the notion that the two working memory measures tap working memory capacity and other cognitive abilities. One implication for theory development is that researchers should consider incorporating other cognitive abilities in their working memory models and that the selection of those abilities should correspond to the criterion of interest. One practical implication is that researchers and practitioners shouldn’t automatically assume that different phonological loop-based working memory scales are interchangeable.

Imaging phonological similarity effects on verbal working memory

2008 ◽  
Vol 46 (4) ◽  
pp. 1114-1123 ◽  
Author(s):  
Lawrence H. Sweet ◽  
James F. Paskavitz ◽  
Andreana P. Haley ◽  
John J. Gunstad ◽  
Richard C. Mulligan ◽  
...  
Keyword(s):  
Working Memory ◽  
Verbal Working Memory ◽  
Phonological Similarity
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