Stimulus suffix effects with speech and nonspeech sounds

Rowe, Edward J.; Rowe, W. Gordon

doi:10.3758/bf03213153

Cited by 38 publications

(44 citation statements)

References 16 publications

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“…They seem to favor an account based on grouping, derived from Kahneman (1973). In this we concur, not least because the recency effects in this and an earlier study were small, with errors at or above 35% on the final item without a suffix (Rowe, 1974, Figures 1 and 2) and between 30% and 55% for sounds with a speech suffix (Rowe & Rowe, 1976, Figures 1 and 2). Similar values are shown by Spoehr and Corin (1978, Figure 2).…”

Section: Nonspeech Soundssupporting

confidence: 90%

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The acoustic correlates of "speechlike": A use of the suffix effect.

Morton¹,

Marcus²,

Ottley³

1981

Journal of Experimental Psychology: General

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Section: Nonspeech Soundssupporting

confidence: 90%

“…The complementary finding has been reported by Rowe and Rowe (1976). They played sequences of sounds (such as a whip and a telephone) followed by either a nonspeech suffix (a car horn) or a spoken suffix.…”

Section: Nonspeech Soundssupporting

confidence: 64%

The acoustic correlates of "speechlike": A use of the suffix effect.

Morton¹,

Marcus²,

Ottley³

1981

Journal of Experimental Psychology: General

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“…Neither can the primary linguistic hypothesis account for suffix effects found with melodies (L. A. Roberts, 1986) or environmental sounds (Rowe & Rowe, 1976). Not only do these three hypotheses-the changing-state hypothesis, the primary linguistic hypothesis, and Kahneman's preattentive grouping hypothesis-fail to account fully for all the suffix effects observed, they do not even begin to account for the various modality effects.…”

Section: Selective Interference Effectsmentioning

confidence: 94%

Modality effects and the structure of short-term verbal memory

1989

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The effects of auditory and visual presentation upon short-term retention of verbal stimuli are reviewed, and a model of the structure of short-term memory is presented. The main assumption of the model is that verbal information presented to the auditory and visual modalities is processed in separate streams that have different properties and capabilities. Auditory items are automatically encoded in both the A (acoustic) code, which, in the absence of subsequent input, can be maintained for some time without deliberate allocation of attention, and a P (phonological) code. Visual items are retained in both the P code and a visual code. Within the auditory stream, successive items are strongly associated; in contrast, in the visual modality, it is simultaneously presented items that are strongly associated. These assumptions about the structure of shortterm verbal memory are shown to account for many of the observed effects of presentation modality. Penney (1975) reviewed the literature on the effects of presentation modality on short-term retention of verbal material and concluded that there were separate stores for auditorily and visually presented information. To emphasize the idea that active processing underlies retention in short-term memory, and to discourage the conceptualization of short-term memory as a warehouse of decaying information, Penney (1980) introduced the term separate processing streams to replace the notion of separate memory stores. Since publication of the review paper, additional work on modality effects has supported the hypothesis of modality separation in the processing of verbal material in short-term memory (the separate-streams hypothesis), and new findings have elucidated the nature of the separate processing streams. The present paper is a review of the literature on modality effects and related phenomena, with the goal of presenting an integrated account in terms of the different properties and capabilities of the separate processing streams. These processing streams are seen to reflect the inherent structure of short-term verbal memory, and not to represent strategic processes.In 1975, the term modality effect referred to the finding that, in short-term memory tasks, auditory presentation almost always resulted in higher recall than did visual presentation. This modality effect was found for the recency part of the serial position curve in immediate free recall and in serial recall, and the auditory superiority was also found in the Peterson distractor task, provided that I would like to thank Donald Broadbent, Robert Crowder, Susan Manning, Bennet Murdock, James Nairne, Lars-Goran Nilsson, Charles Thompson, and Michael Watkins for their helpful comments on earlier drafts of the paper. Reprint requests may be addressed to the author, Psychology Department, Memorial University of Newfoundland, St. John's, Newfoundland AlB 3X9, Canada. the distraction did not require a long period of vocalization. Overt vocalization of a visually presented list by the subject produced much the sa...

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“…The dual coding theory has been further supported by selective interference effects (Rowe. Philipchalk, & Cake, 1974: Rowe & Rowe, 1975 (Rowe, 1974) involving words and sounds as stimuli.…”

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confidence: 99%

Free and serial recall of pictures, sounds, and words

1975

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Pictures and sounds of familiar objects and their visual and auditory names were compared in free and serial recall tasks. The results of two experiments showed, most notably, that type of task interacted significantly with symbolic (verbal-nonverbal) and sensory (visual-auditory) modalities. Nonverbal items were remembered relatively better in free recall, whereas verbal items were superior in serial recall. In the visual modality, pictures were superior to words in both recall tasks; in the auditory modality, conversely, nonverbal sounds were inferior to words in serial recall but sounds and words did not differ in free recall. The results indicate that a satisfactory general theory of memory must encompass distinctions in both symbolic and sensory modalities as well as differences in the organizational demands of the memory task.Philipchalk and Rowe (1971) reported an experiment involving easily recognizable environmental sounds and their verbal labels as stimuli in serial and free recall learning. Correct verbal recall of the two types of items did not diner in free recall, but words were signit1cantly better than sounds in serial recall. The results for serial recall are comparable in one respect to results obtained by Warren, Obusek , Farmer, and Warren (1969). They found that subjects were unable to report the order of four sounds (hiss, buzz. high tone. low tone) presented in rapid succession. although they had no difficulty recognizing the individual sounds.The results of the different studies suggest that sequential memory is poorer for discrete nonverbal sounds than it is for speech sounds, but memory for the items themselves is not similarly affected. The results can be explained by assuming that rapid verbal coding during input is necessary for storing or retrieving order information. and that such coding is more difficult in the case of the sounds than auditory words. The items themselves. however, can be retained in. and the appropriate verbal label retrieved from, either code during the recall test. Such a dual coding approach to memory for verbal and nonverbal stimuli has been proposed by Paivio (1971). The dual coding theory has been further supported by selective interference effects (Rowe.

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Stimulus suffix effects with speech and nonspeech sounds

Cited by 38 publications

References 16 publications

The acoustic correlates of "speechlike": A use of the suffix effect.

The acoustic correlates of "speechlike": A use of the suffix effect.

Modality effects and the structure of short-term verbal memory

Free and serial recall of pictures, sounds, and words

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