Articulatory Suppression Conditions Research Articles

The Enduring Challenge of Literacy Issues in Adulthood: Investigating Spelling Deficits among Dyslexic Italian University Students

The issue of literacy challenges among dyslexic adults remains a significant concern. This study investigates spelling deficits among highly educated adults with dyslexia learning a transparent orthography. Thirty-eight Italian dyslexic university students were examined and compared to a group of age- and education-matched typical readers. Firstly, we analyzed spelling performance using a Passage Dictation Test. Additionally, lists of words varying in length and word frequency were dictated under two experimental conditions: a normal condition (NC) and an articulatory suppression condition (ASC). The ASC assessed the participants’ ability to spell with interference to the phonological (sublexical) spelling procedure, i.e., the most likely compensated spelling strategy of Italian dyslexic spellers. The results clearly indicated that, in spelling the meaningful passage, dyslexic participants underperformed compared to the controls, with a prevalence of lexical errors, despite the comparison with the normative reference data showing only mild spelling difficulties. In spelling isolated words in normal conditions, dyslexic participants performed within the reference norms and as accurately as control participants across all stimuli (short words, high- and low-frequency words), except for long words, where their spelling difficulties were evident. Articulatory suppression significantly impaired dyslexics’ performance on short stimuli, reducing the usual sublexical advantage associated with them, and exacerbated misspellings on long words. Additionally, articulatory suppression disproportionately affected dyslexics’ performance on high-frequency words, diminishing the typical lexical advantage associated with these words. Results are discussed in terms of their theoretical, clinical, and educational implications.

Slowness in writing numbers in words and in digits among children with a specific learning disorder (SLD) and typically developing (TD)

ABSTRACT Instruction Children with a Specific Learning Disorder (SLD) write linguistic material more slowly than children with typically developing (TD). However, it is not known whether the same difficulties are present when they write numbers. The goal of the present study was to fill this gap and to compare TD’s and SLD’s speed in writing numbers both in words and in digits. Methods Therefore, we examined the ability to write numbers in words and digits (numerals) in a sample of sixth- to eighth-grade children diagnosed with SLD. We assessed 32 children with SLD (17 males and 15 females) and a control group of students with TD matched for sex, age, and grade with two writing speed tasks: writing numbers in words and in digits. The two tasks were administered both in normal condition (N) and in articulatory suppression condition (AS). Results We found that 6th to 8th graders with a SLD were slower than TD children when writing numbers, both in words and in digits, and their slowness was similar in the two cases. However, when the tasks were carried out under a condition of articulatory suppression, the SLD group exhibited a conspicuous impairment, only when writing numbers in words. A similar pattern of performance was observed also in the case of writing errors. Conclusion We concluded that children with SLD have a general speed problem that may affect writing of different materials but also a specific problem related to the processing of phonological information during writing.

Verbal descriptions improve visual working memory but have limited impact on visual long-term memory.

How do verbal descriptions affect visual memory over the short and long term? Here we show for the first time that verbal labeling can boost visual memories, but the source of this benefit depends on whether representations are maintained over the short term in visual working memory or over the long term in visual long-term memory. Across three experiments, we contrasted color memory of randomly colored objects when participants labeled (a) the color, (b) the object, or (c) the color-object binding, to memory under an articulatory suppression condition inhibiting labeling. Memory was tested at two time points: after three objects (visual working memory) and at the end of the experiment (visual long-term memory). In Experiment 1, color labeling improved, whereas object labeling impaired, visual working memory in comparison to suppression. Visual long-term memory remained unchanged across conditions. Experiment 2 tested whether this was attributable to poor overall long-term learning by repeating the colored objects over three successive working memory trials. This increased performance over the short and long term, yet labeling did not change learning rate over repetitions or delayed memory performance, showing no long-term memory benefit. In Experiment 3, a labeling benefit was observed when the color-object binding was labeled both over the short and long term. Mixture modeling indicated that color-labeling benefits in visual working memory resulted from an increase of detailed visual memory, whereas long-term memory benefits accrued from categorical representations. Our findings point to dissociations on the role of language in visual working memory and visual long-term memory. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Influence of Articulatory Suppression on Reading Among Chinese Children With Developmental Dyslexia: An Eye-Movement Study.

Objective: The study aimed to examine how the phonological loop influences reading ability and processing in Chinese children with developmental dyslexia (DD).Methods: This study included 30 children with DD and 37 children without DD. Two types of articles (i.e., scenery prose and narrative story) and two conditions (under the conditions of articulatory-suppression and silent reading) were applied. An eye-link II High-Speed Eye Tracker was used to track a series of eye-movement parameters. The data were analyzed by the linear Mixed-Effects model.Results: Compared with children without DD, Children with DD had lower reading achievement (RA), frequency of saccades (FS) and frequency of fixations (FF), longer reading time (RT) and average fixation duration (AFD), slower reading speed (RS), shorter average saccade amplitude (ASA) and fixation distance (FD), more number of fixations (NF), and number of saccades (NS). There were significant interactions between participant group and articulatory suppression on RT and FD. We also observed interaction effects between article types and articulatory suppression on RA, AFD, ASA, and FS.Conclusion: Children DD exhibit abnormal phonological loop and eye movements while reading. The role of articulatory suppression on reading varies with the presentation of DD and the article type.

Effects of phonological loop on inferential processing during Chinese text reading: Evidence from a dual-task paradigm.

The role of working memory (WM) components, such as phonological loop, in online inferential processing has thus far not been empirically examined with a dual-task paradigm. The current study used an online method to examine the effects of the two components of phonological loop-the articulatory rehearsal device and the phonological store device-on online causal inference generation during Chinese text reading. Eighty-five Chinese university students read three-sentence inference and control texts and responded to comprehension questions related to targeted inferences in different reading conditions. The results showed that in the articulatory suppression condition, response times (RTs) for comprehension questions of inference texts were considerably longer, and response errors were significantly higher than those in the normal reading condition, which indicated the effects of the articulatory rehearsal device on readers' online causal inference processes during Chinese text reading. Moreover, RTs for comprehension questions of inference texts in the irrelevant speech condition were significantly shorter than those in the normal reading condition, suggesting effects of the phonological store device on readers' causal inference processes during reading. Taken together, these findings indicate that the articulatory rehearsal device plays an important role in inference processes, but readers allocate more cognitive resources to facilitate the construction of causal relations during text-based inferential comprehension when function of the phonological store device is impaired.

Difficulty in Writing Perceived by University Students: A Comparison of Inaccurate Writers with and without Diagnostic Certification.

Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed.

Differential effects of working memory load on priming and recognition of real images.

Several studies have explored the effects of divided attention on priming, but little is known about the impact of working memory load on implicit visual memory. The aim of this study was to determine whether there are differential effects of working memory load on a visual priming task compared to a recognition task. In the encoding phase, participants were presented with real-object pictures and asked to classify them semantically. At retrieval, 40 studied and 40 new images were presented (partially masked) for 100ms, and participants had to identify the object. Each trial was immediately followed by a recognition test, in which the unmasked image was shown again, and participants had to indicate whether it had been presented at encoding or not. Regarding working memory load, participants performed a task in which a load was imposed in half of the trials. Twenty-four participants concurrently performed an articulatory suppression task, another group of 24 subjects performed an executive demanding task, and a third group of 24 participants performed a spatial tapping task. Working memory load failed to diminish performance on both priming and recognition tests in the articulatory suppression condition. However, the backward counting and the tapping tasks influenced recognition, rather than priming. The relative pattern of backward counting effects on recognition and priming were then broadly replicated in a follow-up experiment using an adapted priming task (N = 24). Results suggest that a concurrent load has a more robust effect on recognition than on priming, especially when the working memory task is executively demanding.

Divided Attention Selectively Impairs Value-Directed Encoding

In the present study, we examined the effect of value-directed encoding on recognition memory and how various divided attention tasks at encoding alter value-directed remembering. In the first experiment, participants encoded words that were assigned either high or low point values in multiple study-test phases. The points corresponded to the value the participants could earn by successfully recognizing the words in an upcoming recognition memory task. Importantly, participants were instructed that their goal was to maximize their score in this memory task. The second experiment was modified such that while studying the words participants simultaneously completed a divided attention task (either articulatory suppression or random number generation). The third experiment used a non-verbal tone detection divided attention task (easy or difficult versions). Subjective states of recollection (i.e., “Remember”) and familiarity (i.e., “Know”) were assessed at retrieval in all experiments. In Experiment 1, high value words were recognized more effectively than low value words, and this difference was primarily driven by increases in “Remember” responses with no difference in “Know” responses. In Experiment 2, the pattern of subjective judgment results from the articulatory suppression condition replicated Experiment 1. However, in the random number generation condition, the effect of value on recognition memory was lost. This same pattern of results was found in Experiment 3 which implemented a different variant of the divided attention task. Overall, these data suggest that executive processes are used when encoding valuable information and that value-directed improvements to memory are not merely the result of differential rehearsal.

Does articulatory rehearsal help immediate serial recall?

Articulatory rehearsal is assumed to benefit verbal working memory. Yet, there is no experimental evidence supporting a causal link between rehearsal and serial-order memory, which is one of the hallmarks of working memory functioning. Across four experiments, we tested the hypothesis that rehearsal improves working memory by asking participants to rehearse overtly and by instructing different rehearsal schedules. In Experiments 1a, 1b, and 2, we compared an instructed cumulative-rehearsal condition against a free-rehearsal condition. The instruction increased the prevalence of cumulative rehearsal, but recall performance remained unchanged or decreased compared to the free-rehearsal baseline. Experiment 2 also tested the impact of a fixed rehearsal instruction; this condition yielded substantial performance costs compared to the baseline. Experiment 3 tested whether rehearsals (according to an experimenter-controlled protocol) are beneficial compared to a matched articulatory suppression condition that blocked rehearsals of the memoranda. Again, rehearsing the memoranda yielded no benefit compared to articulatory suppression. In sum, our results are incompatible with the notion that rehearsal is beneficial to working memory.

Role of inner speech on the Luria hand test

This study was conducted to investigate the psychological characteristics of the Luria hand test (LHT), a well-known neuropsychological assessment. We investigated the role of inner speech in LHT using the dual-task paradigm. Additionally, we investigated the relation between LHT and Wechsler Memory Scale—Revised (WMS-R) scores. Performance of the 21 university student participants on the LHT decreased significantly in the articulatory suppression condition, but not in spatial suppression. This result indicates that the inner speech or phonological loop of working memory plays an important role in the LHT. Moreover, only the verbal memory score of the WMS-R was correlated significantly with LHT performance. Based on these results, psychological characteristics of the LHT were discussed.

Articulatory Suppression Effects on Short-term Memory of Signed Digits and Lexical Items in Hearing Bimodal-Bilingual Adults.

We can gain a better understanding of short-term memory processes by studying different language codes and modalities. Three experiments were conducted to investigate: (a) Taiwanese Sign Language (TSL) digit spans in Chinese/TSL hearing bilinguals (n = 32); (b) American Sign Language (ASL) digit spans in English/ASL hearing bilinguals (n = 15); and (c) TSL lexical sign spans in Chinese/TSL hearing bilinguals (n = 22). Articulatory suppression conditions were manipulated to determine if participants would use a speech- or sign-based code to rehearse lists of signed items. Results from all 3 experiments showed that oral suppression significantly reduced spans while manual suppression had no effect, revealing that participants were using speech-based rehearsal to retain lists of signed items in short-term memory. In addition, sub-vocal rehearsal using Chinese facilitated higher digit spans than English even though stimuli were perceived and recalled using signs. This difference was not found for lexical sign spans.

High-performers use the phonological loop less to process mental arithmetic during working memory tasks.

This study investigated the effects of three working memory components-the central executive, phonological loop, and visuospatial sketchpad-on performance differences in complex mental arithmetic between individuals. Using the dual-task method, we examined how performance during two-digit addition was affected by load on the central executive (random tapping condition), phonological loop (articulatory suppression condition), and visuospatial sketchpad (spatial tapping condition) compared to that under no load (control condition) in high- and low-performers of complex mental arithmetic in Experiment 1. Low-performers showed an increase in errors under the random tapping and articulatory suppression conditions, whereas high-performers showed an increase of errors only under the random tapping condition. In Experiment 2, we conducted similar experiments on only the high-performers but used a shorter presentation time of each number. We found the same pattern for performing complex mental arithmetic as seen in Experiment 1. These results indicate that high-performers might reduce their dependence on the phonological loop, because the central executive enables them to choose a strategy in which they use less working memory capacity.

Language and short-term memory: The role of perceptual-motor affordance.

The advantage for real words over nonwords in serial recall—the lexicality effect—is typically attributed to support for item-level phonology, either via redintegration, whereby partially degraded short-term traces are “cleaned up” via support from long-term representations of the phonological material or via the more robust temporary activation of long-term lexical phonological knowledge that derives from its combination with established lexical and semantic levels of representation. The much smaller effect of lexicality in serial recognition, where the items are re-presented in the recognition cue, is attributed either to the minimal role for redintegration from long-term memory or to the minimal role for item memory itself in such retrieval conditions. We show that the reduced lexicality effect in serial recognition is not a function of the retrieval conditions, but rather because previous demonstrations have used auditory presentation, and we demonstrate a robust lexicality effect for visual serial recognition in a setting where auditory presentation produces no such effect. Furthermore, this effect is abolished under conditions of articulatory suppression. We argue that linguistic knowledge affects the readiness with which verbal material is segmentally recoded via speech motor processes that support rehearsal and therefore affects tasks that involve recoding. On the other hand, auditory perceptual organization affords sequence matching in the absence of such a requirement for segmental recoding and therefore does not show such effects of linguistic knowledge.

Lexical Decision in Children: Sublexical Processing or Lexical Search?

Length effects in the lexical decision latencies of children might indicate that children rely on sublexical processing and essentially approach the task as a naming task. We examined this possibility by means of the effects of neighbourhood size and articulatory suppression on lexical decision performance. Sixty-six beginning and 62 advanced readers performed a lexical decision task in a standard, articulatory suppression, or tapping condition. We found length effects on words and nonwords in the children's lexical decisions. However, the effects of neighbourhood size were similar to those reported for adult lexical decisions, rather than the effects previously found in children's naming. In addition, no effect was found of articulatory suppression. Both findings suggest that, despite clear length effects, children do not adopt a naming task approach but, like adults, base lexical decisions mainly on a lexical search. These results pose a challenge for several computational models of reading.

Serial recall, word frequency, and mixed lists: The influence of item arrangement.

Studies of the effect of word frequency in the serial recall task show that lists of high-frequency words are better recalled than lists of low-frequency words; however, when high- and low-frequency words are alternated within a list, there is no difference in the level of recall for the two types of words, and recall is intermediate between lists of pure frequency. This pattern has been argued to arise from the development of a network of activated long-term representations of list items that support the redintegration of all list items in a nondirectional and nonspecific way. More recently, it has been proposed that the frequency effect might be a product of the coarticulation of items at word boundaries and their influence on rehearsal rather than a consequence of memory representations. The current work examines recall performance in mixed lists of an equal number of high- and low-frequency items arranged in contiguous segments (i.e., HHHLLL and LLLHHH), under quiet and articulatory suppression conditions, to test whether the effect is (a) nondirectional and (b) dependent on articulatory processes. These experiments demonstrate that neither explanation is satisfactory, although the results suggest that the effect is mnemonic. A language-based approach to short-term memory is favored with emphasis on the role of speech production processes at output.

The dynamics of access to groups in working memory.

The finding that participants leave a pause between groups when attempting serial recall of temporally grouped lists has been taken to indicate access to a hierarchical representation of the list in working memory. An alternative explanation is that the dynamics of serial recall solely reflect output (rather than memorial) processes, with the temporal pattern at input merely suggesting a basis for the pattern of output buffering. Three experiments are presented here that disentangle input structure from output buffering in serial recall. In Experiment 1, participants were asked to recall a subset of visually presented digits from a temporally grouped list in their original order, where either within-group position or group position was kept constant. In Experiment 2, participants performed more standard serial recall of spoken digits, and input and output position were dissociated by asking participants to initiate recall from a post-cued position in the list. In Experiment 3, participants were asked to serially recall temporally grouped lists of visually presented digits where the grouping structure was unpredictable, under either articulatory suppression or silent conditions. The 3 experiments point to a tight linkage between implied memorial structures (i.e., the pattern of grouping at encoding) and the output structure implied by retrieval times and call into question a purely motoric account of the dynamics of recall.

The role of articulatory suppression in immediate false recognition

False memory for critical lures has been widely documented in long-term memory using the Deese/Roediger-McDermott paradigm. Recent evidence suggests that false memory effects can also be found in short-term memory (STM), supporting models that assume a strong relationship between short-term and long-term memory processes. However, no study has examined the role of articulatory suppression on immediate false memory, even though phono-articulatory factors are critically involved in STM performance and are an intrinsic part of all STM accounts. The current study proposes a novel paradigm to assess false memory effects in a STM task under both silent and articulatory suppression conditions. Using immediate serial recognition, in which participants had to judge whether two successive mixed lists of six associated and non-associated words were matched, we examined true recognition of matching lists and false recognition of mismatching lists comprising a critical lure or unrelated distractor in two experiments. Results from both experiments indicated reduced true recognition of matching lists and greater false serial recognition of mismatching lists comprising a critical lure under articulatory suppression relative to silence. These findings provide further support for some current models of verbal short-term memory, which posit a strong relationship between short-term and long-term memory processes.

The effect of grammatical gender on object categorization.

In 3 experiments, we investigated the effect of grammatical gender on object categorization. Participants were asked to judge whether 2 objects, whose names did or did not share grammatical gender, belonged to the same semantic category by pressing a key. Monolingual speakers of English (Experiment 1), Italian (Experiments 1 and 2), and Spanish (Experiments 2 and 3) were tested in their native language. Italian and Spanish participants responded faster to pairs of stimuli sharing the same gender, whereas no difference was observed for English participants. In Experiment 2, the pictures were chosen in such a way that the grammatical gender of the names was opposite in Italian and Spanish. Therefore, the same pair of stimuli gave rise to different patterns depending on the gender congruency of the names in the languages. In Experiment 3, Spanish speakers performed the same task under an articulatory suppression condition, showing no grammatical gender effect. The locus where meaning and gender interact can be located at the level of the lexical representation that specifies syntactic information: Nouns sharing the same grammatical gender activate each other, thus facilitating their processing and speeding up responses, either to semantically related pairs or to semantically unrelated pairs.

The Role of the Phonological Loop in English Word Learning: A Comparison of Chinese ESL Learners and Native Speakers

Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups' recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.

The roles of private speech and inner speech in planning during middle childhood: Evidence from a dual task paradigm

Children often talk themselves through their activities, producing private speech that is internalized to form inner speech. This study assessed the effect of articulatory suppression (which suppresses private and inner speech) on Tower of London performance in 7- to 10-year-olds, relative to performance in a control condition with a nonverbal secondary task. Experiment 1 showed no effect of articulatory suppression on performance with the standard Tower of London procedure; we interpret this in terms of a lack of planning in our sample. Experiment 2 used a modified procedure in which participants were forced to plan ahead. Performance in the articulatory suppression condition was lower than that in the control condition, consistent with a role for self-directed (private and inner) speech in planning. On problems of intermediate difficulty, participants producing more private speech in the control condition showed greater susceptibility to interference from articulatory suppression than their peers, suggesting that articulatory suppression interfered with performance by blocking self-directed (private and inner) speech.