Effects of Orthographic and Phonological Word Length on Memory for Lists Shown at RSVP and STM Rates.

Coltheart, Veronika; Mondy, Stephen; Dux, Paul E.; Stephenson, Lisa

doi:10.1037/0278-7393.30.4.815

Cited by 14 publications

(13 citation statements)

References 35 publications

(85 reference statements)

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“…Furthermore, since WM resources recover as a function of time, we expect that the primacy effect should increase as the presentation rate gets faster, because WM resources would have recovered less between items. Consistent with this prediction, a stronger primacy effect is found with immediate serial recall with a rapid serial visual presentation paradigm with 9 words per second compared to 1 word per second (Coltheart et al, 2004;Neath & Crowder, 1996;Foster, 1970). The effect is robust -it occurs with forward serial recall (Coltheart et al, 2004), backward serial recall (Neath & Crowder, 1996), serial order recognition test (Coltheart et al, 2004), yes-no probe recognition test (Potter et al, 2002).…”

Section: Primacy Effectsmentioning

confidence: 84%

Frequency effects on memory: A resource-limited theory.

Popov¹,

Reder²

2020

Psychological Review

153

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We present a review of frequency effects in memory, accompanied by a theory of memory, according to which the storage of new information in long-term memory (LTM) depletes a limited pool of working memory (WM) resources as an inverse function of item strength. We support the theory by showing that items with stronger representations in LTM (e.g. high frequency items) are easier to store, bind to context, and bind to one another; that WM resources are involved in storage and retrieval from LTM; that WM performance is better for stronger, more familiar stimuli. We present a novel analysis of preceding item strength, in which we show from nine existing studies that memory for an item is higher if during study it was preceded by a stronger item (e.g. a high frequency word). This effect is cumulative (the more prior items are of high frequency, the better), continuous (memory proportional to word frequency of preceding item), interacts with current item strength (larger for weaker items) and interacts with lag (decreases as the lag between the current and prior study item increases). A computational model that implements the theory is presented, which accounts for these effects. We discuss related phenomena that the model/theory can explain. 9 Whether the resource is spread amongst all items or whether a fixed amount is allocated for a limited number of items is currently under debate in the literature. See the General Discussion for more on this topic.

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Section: Primacy Effectsmentioning

confidence: 84%

Frequency effects on memory: A resource-limited theory.

Popov¹,

Reder²

2020

Psychological Review

153

View full text Add to dashboard Cite

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“…However, a number of studies have found T1 effects on the AB without a task switch between T1 and T2, while holding T1+1 masking strength constant and where both targets required a delayed response. For example, in RSVP streams containing word targets, increasing the difficulty (and presumably the duration) of T1 encoding by making this stimulus disyllabic instead of monosyllabic - a manipulation known to increase working memory difficulty for words (Baddeley, Thomson & Buchanan, 1975; see also Coltheart & Langdon, 1998; Coltheart, Mondy, Dux & Stephenson, 2004) - decreased T2 performance at short T1–T2 lags but not at long T1–T2 lags (Olson, Chun & Anderson, 2001). This suggests that increasing the phonological length of T1 delays T2’s admittance to the encoding bottleneck.…”

Section: Comparison Of Models Of the Attentional Blinkmentioning

confidence: 99%

The attentional blink: A review of data and theory

Dux

Marois

2009

Attention, Perception & Psychophysics

520

450

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AND RENt MAROISVanderbilt University. Nashville, Tennessee Under conditions of rapid serial visual presentation, subjects display a reduced ability to report the second of two targets (Target 2; T2) in a stream of distractors if it appears within 200-500 msec of Target I (Tl). This effect, known as the attentional blink (AB), has been central in characterizing the limits of humans' ability to consciously perceive stimuli distributed across time. Here, we review theoretical accounts of the AB and examine how they explain key f"mdings in the literature. We conclude that the AB arises from attentional demands ofTl for selection, working memory encoding, episodic registration, and response selection, which prevents this high-level central resource from being applied to T2 at short T 1-T2 lags. TI processing also transiently impairs the redeployment of these attentional resources to subsequent targets and the inhibition of distractors that appear in close temporal proximity to T2. Although these f"mdings are consistent with a multifactorial account of the AB, they can also be largely explained by assuming that the activation of these multiple processes depends on a common capacity-limited attentional process for selecting behaviorally relevant events presented among temporally distributed distractors. Thus, at its core, the attentional blink may ultimately reveal the temporal limits of the deployment of selective attention.Our visual environment constantly changes across the dimensions of both time and space. Within the ftrst few hundred milliseconds of viewing a scene, the visual system is bombarded with much more sensory information than it is able to process up to awareness. To overcome this limitation, humans are equipped with fIlters at a number of different levels of information processing. For example, high-resolution vision is restricted to the fovea, with acuity drastically reduced at the periphery. Such front-end mechanisms reduce the initial input; however, they still leave the visual system with an overwhelming amount of information to analyze. To meet this challenge, the human attentionaI system prioritizes salient stimuli (targets) that are to undergo extended processing and discards stimuli that are less relevant for behavior after only limited analysis (Broad-

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“…Furthermore, since in our model, WM recovers as a function of time, we expect that the primacy effect should increase as the presentation rate gets faster, because WM resources would have recovered less between items. Consistent with this prediction, a stronger primacy effect is found with immediate serial recall with a rapid serial visual presentation paradigm (RSVP; Coltheart et al, 2004;Neath & Crowder, 1996;Foster, 1970). For example, Coltheart et al (2004) found that the primacy effect increases with an RSVP presentation with 9 words per second vs 1 word per second (Coltheart et al, 2004;also see Neath & Crowder, 1996;Foster, 1970).…”

Section: Primacy Effectsmentioning

confidence: 56%

“…For example, Coltheart et al (2004) found that the primacy effect increases with an RSVP presentation with 9 words per second vs 1 word per second (Coltheart et al, 2004;also see Neath & Crowder, 1996;Foster, 1970). The effect occurs with forward serial recall (Coltheart et al, 2004), backward serial recall (Neath & Crowder, 1996), serial order recognition test (Coltheart et al, 2004), yes-no probe recognition test (Potter et al, 2002), and is affected by whether the pace is increasing or decreasing with each item (Neath & Crowder, 1996).…”

Section: Primacy Effectsmentioning

confidence: 99%

Frequency Effects on Memory: A Resource-Limited Theory

Popov¹,

Reder²

2018

Preprint

View full text Add to dashboard Cite

We present a review of frequency effects in memory, accompanied by a theory of memory, according to which the storage of new information in long-term memory (LTM) depletes a limited pool of working memory (WM) resources as an inverse function of item strength. We support the theory by showing that items with stronger representations in LTM (e.g. high frequency items) are easier to store, bind to context, and bind to one another; that WM resources are involved in storage and retrieval from LTM; that WM capacity is greater for stronger, more familiar stimuli. We present a novel analysis of preceding item strength, in which we show from eight existing studies that memory for an item is higher if during study it was preceded by a stronger item (e.g. a high frequency word; HF). This effect is cumulative (the more prior items are HF, the better), continuous (memory proportional to word frequency of preceding item), interacts with current item strength (larger for weaker items) and interacts with lag (decreases as the lag between the current and prior study item increases). A computational model that implements the theory is presented, which accounts for these effects. We discuss related phenomena that the model/theory can explain.

show abstract

Effects of Orthographic and Phonological Word Length on Memory for Lists Shown at RSVP and STM Rates.

Cited by 14 publications

References 35 publications

Frequency effects on memory: A resource-limited theory.

Frequency effects on memory: A resource-limited theory.

The attentional blink: A review of data and theory

Frequency Effects on Memory: A Resource-Limited Theory

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