Phrase-Final Words in Greek Storytelling Speech: A Study on the Effect of a Culturally-Specific Prosodic Feature on Short-Term Memory

Abstract

Prosodic patterns of speech appear to make a critical contribution to memory-related processing. We considered the case of a previously unexplored prosodic feature of Greek storytelling and its effect on free recall in thirty typically developing children between the ages of 10 and 12 years, using short ecologically valid auditory stimuli. The combination of a falling pitch contour and, more notably, extensive final-syllable vowel lengthening, which gives rise to the prosodic feature in question, led to statistically significantly higher performance in comparison to neutral phrase-final prosody. Number of syllables in target words did not reveal substantial difference in performance. The current study presents a previously undocumented culturally-specific prosodic pattern and its effect on short-term memory.

Audio research methods, attitudes, and accessibility theory: Using audio vignettes to elicit attitudes towards sex work

“…This links to previous research in education that has shown that digital story telling improved students’ visual memory capacity (Sarıca and Usluel, 2016). Likewise, linguistics research has shown how ‘patterns of speech appear to make a critical contribution to memory-related processing’ (Loutrari et al, 2018: 947). Developing vignettes into an audio method I argue can also improve memory retrieval.…”

Driven to Teach, Compelled to Learn: A Review of the Role(s) of Storytelling in Education

“…Perhaps it is the bonds that have been created that promote the trust necessary to effectively facilitate the transmission of knowledge (Harris, & Corriveau, 2011) or maybe it is the narrative and figurative language help bridge the gap between students' imaginative and practical worlds that allows for learning (Yeoman, 1999). Some studies have even demonstrated that stories told with greater attendance to prosody promote retention of information (Goldman, Meyerson, & Cote, 2006;Loutrari, Tselekidou, & Proios 2018;Mira, & Schwanenflugel, 2013). In any case, it should not be surprising that recent studies spanning the globe are suggesting that teachers should spend at least some of their time in the classroom as the storyteller (Al-Mansour, & Al-Shorman, 2011;Loutrari, Tselekidou, & Proios 2018;Zarei, & Ramezankhani, 2018).…”

“…Some studies have even demonstrated that stories told with greater attendance to prosody promote retention of information (Goldman, Meyerson, & Cote, 2006;Loutrari, Tselekidou, & Proios 2018;Mira, & Schwanenflugel, 2013). In any case, it should not be surprising that recent studies spanning the globe are suggesting that teachers should spend at least some of their time in the classroom as the storyteller (Al-Mansour, & Al-Shorman, 2011;Loutrari, Tselekidou, & Proios 2018;Zarei, & Ramezankhani, 2018).…”