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At least 937 records · Page 52Linked to original sources
PubMed1992

The long-term modality effect: in search of differences in processing logographs and alphabetic words.

The visual superiority effect (a reverse long-term modality effect) has been consistently found with Chinese logographs. For its explanation in terms of script differences, it has been believed that lexical access is more direct or quicker for Chinese logographs than for alphabetic words. It has also been believed that Chinese logographs are more unique in shape or more discriminable than alphabetic words. Finally, Chinese logographs have been considered to facilitate recall through their graphic features that classify Chinese words into categories. The results of Experiments 1-5 show that these three assumptions can be ruled out. The results of Experiments 6-10, on the other hand, support the long-term priming interpretation of the visual superiority effect, which explains (a) why the visual superiority effect can be consistently obtained for recall of Chinese words by Chinese subjects, (b) why the effect cannot be consistently obtained for recall of English words by Western subjects, (c) why the effect can be also obtained for recall of English words by Chinese subjects, (d) why the effect can be easily obtained for recall of a set of words, but not for recall of a different set of words by Chinese subjects, and (e) why the effect can be easily obtained from Chinese subjects speaking a dialect that is different from Mandarin.

Adult↗
PubMed1975

Recognition of auditory sequences by aphasic, right-hemisphere-damages and non-brain-damaged subjects.

Non-brain-damaged, nonaphasic right-hemisphere-damaged and aphasic left-hemisphere-damaged subjects performed in a task in which they reported whether pairs of sequences of one, two or four pure tones were the "same" or "different" in pitch. Brain-damaged subjects performed less well than non-brain-damaged subjects. Subjects with right hemisphere damage performed progressively less well as the number of tones within tone sequences increased, but non-brain-damaged and aphasic subjects more accurately reported four-tone than two-tone sequences. The results suggested that the deficits in temporal sequencing by aphasic subjects previously reported in the literature do not result from output disorders, and that subjects with hemisphere lesions exhibit deficits that are consistent with deficits in the ability to process melodic materials.

Adult↗
PubMed1981

Ear asymmetry for recall of monaurally presented words.

In order to test for ear asymmetry using monaural stimulation, 30 adult listeners were presented a series of ten-word lists and asked to recall words from early (position three) and late (position eight) positions in each list. Significantly better performance was obtained when the word lists were presented to the right ear of the subjects. Words occurring in position eight were recalled more accurately than words that occurred in position three. Ear asymmetry during monaural stimulation appeared to be related, at least in part, to competition between incoming and rehearsed stimuli during central memory processing.

Acoustic Stimulation↗
PubMed1990

The relation between integration, sequence of information, short-term memory, and Token Test performance of aphasic subjects.

Fifty-two aphasic patients were tested with a modification of part II of the Token Test. Three experimental variables were investigated: (a) the temporal sequence of information in the instructions, comparing instructions with preposition versus the ordinary postoposition of noun; (b) the spatial organization of the target objects, comparing an organization with color as the primary organizational factor to the ordinary organization primarily based on form; and (c) the specific timing of the presentation of instructions and tokens, comparing a successive presentation of instructions and tokens to the ordinary simultaneous presentation. Neither token organization nor instruction timing affected test performance. Sequence of information was important, however, and it is suggested that the effect can be explained by better opportunities for integration for preposition versus postposition instructions. The patients were also tested with several memory-span tests, and these results are related to those from the modified Token Test.

Adolescent↗
PubMed1984

Memory and rehearsal characteristics of profoundly deaf children.

This study examined whether a deficiency in spontaneous strategy use accounts for deaf children's verbal short-term memory performance. Various colors were presented for 3 s each, followed by a 15-s recall delay. The delay was either unfilled, or subjects were induced to rehearse or were prevented from rehearsing. Sixty-four deaf students from oral and total communication settings, 5 to 15 years of age, were tested. The spontaneous rehearsal of both deaf samples seemed to emerge later than the hearing sample's, and it was both inefficiently implemented and less effective in mediating recall than hearing children's. However, when rehearsal was prevented or was induced in all samples, the deaf recalled as well as, or better than, the hearing. Implications discussed include the need to compare both spontaneous and controlled strategy use in developmental memory studies, and the need to provide additional training for deaf children in the strategies of remembering, as opposed to the content material.

Adolescent↗
PubMed1989

Expectancies and memory for spatiotemporal events in 5-month-old infants.

Five-month-old infants were trained to fixate four event locations, and recall was assessed following training in three experiments. Memory for four events was demonstrated in the first two studies, and memory for these events was also found to be robust following a 6- to 7-day delay. Infants demonstrated that they can anticipate upcoming events during training: they increased anticipatory behaviors during latter training trials, and they appeared to form expectancies of future events during periods of both stimulus onset and stimulus offset. Results are interpreted as consistent with a script representational view of memory for spatiotemporal events.

Cues↗
PubMed1990

Scripts or scraps: reconsidering the development of sequential understanding.

A growing literature attests to temporally ordered recall of events by children under 2 years of age. Other data suggest a developmental sequence wherein the ability to reproduce unfamiliar and/or arbitrarily ordered events, and familiar events in other than canonical order develops well after the first ordered productions of events. Early ordering is thus argued to be dependent upon familiarity, rather than upon general temporal principles. This suggestion was investigated by using elicited imitation to assess 21-month-olds' recall of familiar-canonical, familiar-reversed, novel-causal, and novel-arbitrary event sequences. Subjects reproduced canonical and both types of novel sequences in modeled order. On reversed sequences they vacillated between reproducing the events as modeled and "correcting" them to canonical order. The results suggest that temporal organization is not imposed upon an existing unordered event representation, but rather, is an integral aspect of the representation from its initial construction. It is suggested that young children's difficulty with reversed sequences may be attributed to a reluctance to reorganize existing representations, rather than to the absence of applicable temporal principles.

Attention↗
PubMed1990

A developmental, interactive activation model of the word superiority effect.

Parallel distributed processing (PDP) models of reading developed out of an appreciation of the role that context plays in letter and word perception. Adult readers can more accurately identify letters in a word than alone or in other random display contexts, a phenomenon known as the Word Superiority Effect (WSE). We examined the effects of orthographic context on the letter recognition skills of dyslexic children, comparing their performance to adults, and chronological- and reading-age matched groups. Consistent with previous studies, results showed adults better able to identify letters in the context of words and pseudowords than in random letter strings. Young normal readers demonstrated the WSE, but their pseudoword advantage was less than adults. The dyslexic children showed no WSE at all. PDP computer simulations for the experimental data using the Interactive Activation model (IA) suggested that the orthographic components of the lexical system of normal children are interactive and distributed as they are in adults but provide less bottom-up activation. In addition, top-down processing increases with age and reading skill, but may be absent for dyslexic readers.

Adult↗