The effects of overt and covert rehearsal on the emergence of the phonological similarity effect in 5‐year‐old children

Johnston, Robert Mackenzie; Conning, Alison M.

doi:10.1111/j.2044-835x.1990.tb00855.x

Cited by 11 publications

(4 citation statements)

References 8 publications

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“…In a fmal study Hulme and Mackenzie showed that training children with severe learning difficulties to rehearse resulted in modest improvement in their memory span and an increase in their sensitivity to acoustic similarity. These effects are similar to the effects of rehearsal training in 5-year-old normal children (Johnston &: Conning, 1990). However, the increases in memoiy span obtained by Hulme and Mackenzie were small and they were only significant for materials that had been trained directly; they did not generalise to a digit-span test.…”

Section: Memory Span Dmelopment In Severe Learning Dijjiiul I Iessupporting

confidence: 71%

Practitioner Review: Verbal Working Memory Development and its Disorders

Hulme

Roodenrys²

1995

Child Psychology Psychiatry

117

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Working memory refers to the systems responsible for the temporary storage and manipulation of information during the performance of cognitive tasks. There is a good deal of evidence that verbal short-term memory functions as a working memory system. We review advances in our understanding of the nature and limitations of verbal short-term memory and the reasons for its development with age, and go on to consider the common association between impairments of verbal short-term memory and other impairments of cognitive development. We conclude by considering the relationship between short-term memory development and cognitive development.

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Section: Memory Span Dmelopment In Severe Learning Dijjiiul I Iessupporting

confidence: 71%

Practitioner Review: Verbal Working Memory Development and its Disorders

Hulme

Roodenrys²

1995

Child Psychology Psychiatry

117

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“…Although phonemic similarity effects are not thought to occur at output, support for this idea comes from a study by Henry (1991), who found that 5-year-olds did not show auditory phonemic similarity effects with probed recall, although they did with full verbal recall. However, Johnston and Conning (1990) found that 5-year-olds who were not instructed to rehearse when presented with pictures failed to show a phonemic similarity effect with full verbal recall. Given the evidence that the poor readers in the present study labeled the items at presentation, an alternative explanation is that this information entered the phonological store, where it would have become confused as the traces decayed.…”

Section: Discussionmentioning

confidence: 95%

Word length, phonemic, and visual similarity effects in poor and normal readers

McNeil

Johnston

2004

Memory & Cognition

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A.M.M. is now at the University of York. The work was conducted while A.M.M. was a PhD student at the University of St. Andrews. We thank the Primary 3 pupils and staff at Glebelands Primary School in Dundee. A special mention is also due the pupils and their teachers at Clermiston and Craiglockhart reading units in Edinburgh for their support and assistance with this and other projects over the years. Correspondence should be addressed to R. S. Johnston, Department of Psychology, University of Hull, Hull HU6 7RX, England (e-mail: r.s.johnston@ hull.ac.uk). Serial order recall for visually and auditorily presented stimuli was examined in a group of 12-year-old poor readers and 7-year-old reading-age controls. With pictorial presentation, the poor readers showed a visual similarity effect, no word length effect, and a smaller phonemic similarity effect than that of controls. However, with visual presentation of printed words and with auditory presentation, poor readers showed word length and phonemic similarity effects of similar magnitude to that of controls. It is concluded that poor readers rely on visual information in tasks where the presented images are highly codable, and where verbal recoding is not obligatory, but that they will make use of phonological coding when the stimuli are not as easily codable visually in memory.

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“…While common practice in the field is to give children a pretest to confirm item familiarity (Halliday et al, 1990; Hitch et al, 1991, 1989; Palmer, 2000; Tam et al, 2010), here familiarity was tested at the end of the task to avoid priming the children to label the items during the task. Furthermore, all participants were asked to remain silent while performing the testing blocks to prevent overt labeling at encoding that could enhance representations for familiar items (e.g., Hitch et al, 1991; Johnston & Conning, 1990) but not for unfamiliar abstract shapes. Therefore, generating any language-based codes in addition to visual codes for one set of material over other, if any, would be mentally spontaneous and under situations where subvocal rehearsal was deemed highly unlikely.…”

Section: Methodsmentioning

confidence: 99%

“…blocks to prevent overt labeling at encoding that could enhance representations for familiar items (e.g., Hitch et al, 1991;Johnston & Conning, 1990) but not for unfamiliar abstract shapes. Therefore, generating any language-based codes in addition to visual codes for one set of material over other, if any, would be mentally spontaneous and under situations where subvocal rehearsal was deemed highly unlikely.…”

Section: Methodsmentioning

confidence: 99%

The interplay of spatial attentional biases and mental codes in VSTM: Developmentally informed hypotheses.

Shimi

Scerif

2015

Developmental Psychology

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What cognitive processes influence how well we maintain information in visual short-term memory (VSTM)? We used a developmentally informed design to delve into the interplay of top-down spatial biases with the nature of the internal memory codes, motivated by documented changes for both factors over childhood. Seven-year-olds, 11-year-olds, and adults completed a VSTM task in which they decided whether a probe item had been present in a preceding memory array. Spatial cues guided participants' attention to the likely location of the to-be-probed item during maintenance. We manipulated the memoranda to contain either highly familiar items or unfamiliar abstract shapes. All participants benefited from cues during maintenance, although benefits were smaller for 7-year-olds than for older participants. Critically, attentional benefits interacted with the nature of the memoranda: Better VSTM maintenance was obtained for cued familiar items. Furthermore, attentional benefits for familiar items correlated with validated measures of visual, but not verbal, short-term and working memory span. These data demonstrate that, in addition to the efficiency with which top-down biases operate during maintenance, the available mental codes for to-be-remembered items influence VSTM and differentially so over childhood. Attentional biases during maintenance seem to operate more efficiently on mental representations that are more robust and can be retrieved more easily. More important, this interaction follows a quantitative development. The findings elucidate further the dynamic interplay between attentional control and VSTM across development.

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The effects of overt and covert rehearsal on the emergence of the phonological similarity effect in 5‐year‐old children

Cited by 11 publications

References 8 publications

Practitioner Review: Verbal Working Memory Development and its Disorders

Practitioner Review: Verbal Working Memory Development and its Disorders

Word length, phonemic, and visual similarity effects in poor and normal readers

The interplay of spatial attentional biases and mental codes in VSTM: Developmentally informed hypotheses.

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