An analysis of the effects of topographically similar and dissimilar auditory stimuli on the accuracy and latency to respond in a math task

Abstract

The purpose of this study was to evaluate the effects of topographically similar and dissimilar distracting auditory stimuli on performance in a math task. Forty-seven college students served as participants, and they were instructed to solve 30 arithmetic problems presented both vocally and visually. While solving some of the arithmetic problems, auditory stimuli were played. Auditory stimuli consisted of spoken strings of numbers (topographically similar condition) or spoken passages of a short story (topographically dissimilar condition). Data were collected on response latency, accuracy, and the occurrence of spontaneous vocal verbal behavior. Performance measures were compared between and within conditions. Between-condition analyses yielded no significant differences in performance measures. Within-condition comparisons allowed for an analysis of performance measures during the first five trials and final five trials of each condition. Within-condition analyses yielded significant differences in performance measures for the topographically similar condition. Results of this study highlight the importance of within-condition analyses of performance.