The non-strategic nature of linguistic long-term memory effects in verbal short-term memory

Kowialiewski, Benjamin; Majerus, Steve

doi:10.1016/j.jml.2018.03.005

Cited by 38 publications

(38 citation statements)

References 96 publications

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“…For example, word lists are recalled better than nonword lists (e.g., Hulme, Maughan, & Brown, 1991), words of high lexical frequency are recalled better than less frequent words (e.g., Roodenrys, Hulme, Alban, Ellis, & Brown, 1994), and lists of concrete words are recalled better than lists of abstract words (e.g., Walker & Hulme, 1999). These results clearly show that verbal WM strongly relies on the activation of LTM linguistic structures, moreover in a very fast and automatic manner (Kowialiewski & Majerus, 2018;Majerus, Van der Linden, Mulders, Meulemans, & Peters, 2004). Hence, it comes as no surprise that some WM models have grounded WM in terms of linguistic knowledge.…”

Section: Synthetizing and Generalizing Expert Memory To Everyday Memorymentioning

confidence: 67%

Explaining the SPoARC and SNARC effects with knowledge structures: An expertise account

Guida¹,

Campitelli

2019

Psychon Bull Rev

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Two proposals have been put forward to account conjointly for the spatial-numerical association of response codes (SNARC) effect and the spatial-positional association of response codes (SPoARC) effect: the working memory account and the dual account. Here, on the basis of experimental and theoretical knowledge acquired in the field of expert memory, we propose an alternative accountnamed the expertise account-that explains both effects through the acquisition and use of knowledge structures (a generalization of Bchunks,^Bretrieval structures,^and Btemplates^), which have been used extensively in expert memory theory. These knowledge structures can be of two types: nonslotted or slotted schemas. We suggest that the SNARC effect can be explained via the use of nonslotted schemas, and the SPoARC effect via slotted schemas. We conclude our article by presenting the broader implications of our framework for working memory in general, when considering knowledge structures.

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Section: Synthetizing and Generalizing Expert Memory To Everyday Memorymentioning

confidence: 67%

Explaining the SPoARC and SNARC effects with knowledge structures: An expertise account

Guida¹,

Campitelli

2019

Psychon Bull Rev

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“…The null effect observed in this study could be re-examined using running span tasks relying on very rapid presentation of memoranda, and unexpected, immediate output diminishing the role of internally generated representations. It should, however, be noted that, for those psycholinguistic effects that have been examined with this type of task, the effects are very similar to those observed in immediate serial recall tasks (see Kowialiewski & Majerus, 2018b).…”

Section: Why Is the Lexical Cohort Variable Associated With A Null Efmentioning

confidence: 56%

“…C. Martin, Lesch, & Bartha, 1999). This is supported by the fact that many psycholinguistic variables affecting language processing also affect vWM (Brener, 1940;Guérard & Saint-Aubin, 2012;Hulme et al, 1997;Kowialiewski & Majerus, 2018b;Majerus, Van der Linden, Mulder, Meulemans, & Peters, 2004;Poirier & Saint-Aubin, 1995Romani, McAlpine, & Martin, 2008;Watkins & Watkins, 1977). A specific psycholinguistic variable has, however, never been investigated in vWM: the lexical cohort competition effect.…”

Section: Introductionmentioning

confidence: 99%

Verbal working memory and linguistic long-term memory: Exploring the lexical cohort effect

Kowialiewski

Majerus

2019

Mem Cogn

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Numerous studies have shown that verbal working memory (vWM) performance is strongly influenced by linguistic knowledge, with items more familiar at sublexical, lexical, and/or semantic levels leading to higher vWM recall performance. Among the many different psycholinguistic variables whose impact on vWM has been studied, the lexical cohort effect is one of the few effects that has not yet been explored. The lexical cohort effect reflects the fact that words sharing their first phonemes with many other words (e.g. alcove, alligator, alcohol…) are typically responded to more slowly as compared to words sharing their first phonemes with a smaller number of words. In a pilot experiment (Experiment 1), we manipulated the lexical cohort effect in an immediate serial recall task and found no effect. Experiment 2 showed that, in a lexical decision task, participants responded more quickly to items stemming from small cohorts, showing that the material used in Experiment 1 allowed for a valid manipulation of the cohort effect. Experiment 3, using stimuli from Experiment 2 associated with maximal cohort effects during lexical decision, failed again to reveal a cohort effect in an immediate serial recall task. We argue that linguistic knowledge impacts vWM performance via continuous interactive activation within the linguistic system, which is not the case for the lexical cohort variable that may influence language processing only at the initial stages of stimulus activation.

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“…Inconsistencies regarding rehearsal development may be due, in part, to focusing on estimates of children's rehearsal speed rather than their rehearsal efficiency. Adults appear to consume a minimal amount of attentional resources when initiating rehearsal (Morey et al, 2013;Turley-Ames & Whitfield, 2003), but once a process is initiated, adults' use of verbal processing strategies-including rehearsal-continues automatically (Kowialiewski & Majerus, 2018;Naveh-Benjamin & Jonides, 1984). Thus, articulation rate reasonably reflects the limiting factor of speed in adults' rehearsal skills.…”

Section: The Development Of Rehearsal In Young Childrenmentioning

confidence: 99%

Auditory distraction does more than disrupt rehearsal processes in children’s serial recall

2018

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As children mature, their ability to remember information improves. This improvement has been linked to changes in verbal control processes such as rehearsal. Rehearsal processes are thought to undergo a quantitative shift around 7 years of age; however, direct measurement of rehearsal is difficult. We investigated a measure of rehearsal ability in children and compared this measurement to serial recall performance in the presence of auditory distractors. Theories of auditory distraction effects in children rely upon a combination of attentionally based and serial-order-based processes (Elliott et al. in Journal of Memory and Language, 88, 39-50, 2016); the present work contributes to the understanding of auditory distraction effects by measuring both types of processes within one study. Children completed an individually adjusted serial-recall task with auditory distractors. To assess rehearsal, each child's proportionalized articulatory difference (PAD) score was calculated from performance on adaptive digit span tasks performed in quiet and under articulatory suppression (see also Jarrold & Citroën in Developmental Psychology, 49, 837-847, 2013). Attentional processes were measured in two ways: first, by using complex span tasks, and second, by children's vulnerability to disruption in the context of irrelevant sound. The results indicated that the rehearsal measure was significantly related to the auditory distraction effect, but this relation was isolated to the attentional-diversion component of the irrelevant-sound effect. The results provide preliminary evidence that children consume attentional resources during rehearsal. Moreover, irrelevant sound disrupts children's rehearsal not solely through automatic, obligatory conflict. Rather, irrelevant sound diverts children's attention, which prevents attentional resources from supporting rehearsal processes.

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The non-strategic nature of linguistic long-term memory effects in verbal short-term memory

Cited by 38 publications

References 96 publications

Explaining the SPoARC and SNARC effects with knowledge structures: An expertise account

Explaining the SPoARC and SNARC effects with knowledge structures: An expertise account

Verbal working memory and linguistic long-term memory: Exploring the lexical cohort effect

Auditory distraction does more than disrupt rehearsal processes in children’s serial recall

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