Serial Recall Research Articles

Measuring children’s auditory statistical learning via serial recall

Statistical learning (SL) has been a prominent focus of research in developmental and adult populations, guided by the assumption that it is a fundamental component of learning underlying higher-order cognition. In developmental populations, however, there have been recent concerns regarding the degree to which many current tasks reliably measure SL, particularly in younger children. In the current article, we present the results of two studies that measured auditory statistical learning (ASL) of linguistic stimuli in children aged 5–8 years. Children listened to 6 min of continuous syllables comprising four trisyllabic pseudowords. Following the familiarization phase, children completed (a) a two-alternative forced-choice task and (b) a serial recall task in which they repeated either target sequences embedded during familiarization or foils, manipulated for sequence length. Results showed that, although both measures consistently revealed learning at the group level, the recall task better captured learning across the full range of abilities and was more reliable at the individual level. We conclude that, as has also been demonstrated in adults, the method holds promise for future studies of individual differences in ASL of linguistic stimuli.

The influence of rhythm on short-term memory for serial order.

In the field of verbal short-term memory (STM), numerous theoretical models have been proposed to explain how serial order information is processed and represented. Evidence suggests that serial order is represented through associations between items and a varying contextual signal coding the position of each item in a sequence, but the nature of this contextual signal is still a matter of debate (i.e., event-based vs. time-based varying signal). According to event-based models of serial order, the contextual signal coding serial order is not sensitive to temporal manipulations, as it is the case in irregularly timed sequences. Up to now, the study of the temporal factors influencing serial order STM has been limited to temporal grouping and temporal isolation effects. The goal of the present study is to specify in more detail the role played by temporal factors in serial order STM tasks. To accomplish this, we compared recall performance and error patterns for sequences presenting items at a regular or an irregular and unpredictable timing in three experiments. The results showed that irregular timing does not affect serial recall nor the pattern of errors. These data clearly favour the view that serial order in verbal STM is represented with event-based rather than time-based codes.

Temporal grouping and direction of serial recall.

When lists are presented with temporal pauses between groups of items, participants' response times reiterate those pauses. Accuracy is also increased, especially at particular serial positions. By comparing forward with backward serial recall, we tested whether the influence of temporal grouping is primarily a function of serial position or output position. Results favored the latter, both when recall direction was known to participants prior to (Experiment2) or only after (Experiment2) studying each list. Alongside fits of variants of a temporal distinctiveness-based model, our findings suggest that the influence of temporal grouping is not just a consequence of grouping information stored during the study phase. Rather, it critically depends on participants cueing with within-chunk position during recall, combined with response suppression.

Strategy Use on Clinical Administrations of Short-Term and Working Memory Tasks

Experimental measures of working memory that minimize rehearsal and maximize attentional control best predict higher-order cognitive abilities. These tasks fundamentally differ from clinically administered span tasks, which do not control strategy use. Participants engaged in concurrent articulation (to limit rehearsal) or concurrent tapping (to limit attentional refreshing) during forward and backward serial recall with each of three distinct stimulus sets: digits, line drawings of common objects, and images of nonsense symbols. The span tasks used common clinical stopping and scoring procedures. Scores were highest for digits and lowest for novel symbols in all combinations of direction and concurrent task. Furthermore, concurrent articulation and concurrent tapping interfered with backward recall to the same degree. Together, these findings indicate that clinically administered immediate serial recall tasks depend on both rehearsal and long-term lexical knowledge making it difficult to use these tasks to separate problems in language ability from problems in attention.

Semantic feature effect in verbal short-term memory

ABSTRACT The present study explored the influences of semantic features in immediate serial recall in order to further examine the involvement of semantic knowledge in short-term memory. The number of semantic features (NoF) was found to have a positive effect on short-term recall where high NoF words were remembered better than low NoF words (Experiment 1). This effect was replicated in a second experiment and was found to persist even after controlling for a potential confound (number of distinguishing features). It was further found that having more distinctive features facilitated recall performance of words whose representation was semantically poorer (Experiment 3). These results provide additional evidence of semantic influences in short-term memory and demonstrate that the organisation of semantic knowledge is reflected in short-term memory performance.

Statistically Induced Chunking Recall: A Memory-Based Approach to Statistical Learning.

The computations involved in statistical learning have long been debated. Here, we build on work suggesting that a basic memory process, chunking, may account for the processing of statistical regularities into larger units. Drawing on methods from the memory literature, we developed a novel paradigm to test statistical learning by leveraging a robust phenomenon observed in serial recall tasks: that short-term memory is fundamentally shaped by long-term distributional learning. In the statistically induced chunking recall (SICR) task, participants are exposed to an artificial language, using a standard statistical learning exposure phase. Afterward, they recall strings of syllables that either follow the statistics of the artificial language or comprise the same syllables presented in a random order. We hypothesized that if individuals had chunked the artificial language into word-like units, then the statistically structured items would be more accurately recalled relative to the random controls. Our results demonstrate that SICR effectively captures learning in both the auditory and visual modalities, with participants displaying significantly improved recall of the statistically structured items, and even recall specific trigram chunks from the input. SICR also exhibits greater test-retest reliability in the auditory modality and sensitivity to individual differences in both modalities than the standard two-alternative forced-choice task. These results thereby provide key empirical support to the chunking account of statistical learning and contribute a valuable new tool to the literature.

The developmental neural substrates of Hebb repetition learning and their link with reading ability.

Hebb repetition learning is a fundamental learning mechanism for sequential knowledge, such as language. However, still little is known about its development. This fMRI study examined the developmental neural substrates of Hebb repetition learning and its relation with reading abilities in a group of 49 children aged from 6 to 12 years. In the scanner, the children carried out an immediate serial recall task for syllable sequences of which some sequences were repeated several times over the course of the session (Hebb repetition sequences). The rate of Hebb repetition learning was associated with modulation of activity in the medial temporal lobe. Importantly, for the age range studied here, learning‐related medial temporal lobe modulation was independent of the age of the children. Furthermore, we observed an association between regular and irregular word reading abilities and the neural substrates of Hebb repetition learning. This study suggests that the functional neural substrates of Hebb repetition learning do not undergo further maturational changes in school age children, possibly because they are sustained by implicit sequential learning mechanisms which are considered to be fully developed by that age. Importantly, the neural substrates of Hebb learning remain significant determinants of children's learning abilities, such as reading.

Do we use visual codes when information is not presented visually?

For many years, the working/short-term memory literature has been dominated by the study of phonological codes. Consequently, insufficient attention has been devoted to visual codes. In the present study, we attempt to remedy the situation by exploring a critical aspect of modern models of working memory, namely the principle that responses do not depend primarily on what kinds of materials are presented, but on what kinds of codes are generated from those materials. More specifically, we used the visual similarity effect as a tool to ask whether there is a generation of visual codes when information is not presented visually. In two immediate serial recall experiments, we manipulated the visual similarity (similar words, dissimilar words), the presentation modality (visual presentation, auditory presentation), and concurrent articulation (none, concurrent articulation). We observed a visual similarity effect independent of presentation modality. Comparable results were observed with two different sets of stimuli and with or without concurrent articulation. Thus, for the first time, we demonstrate that, from acoustically presented word lists, visual codes in working/short-term memory are generated, producing a visual similarity effect. It is now clear that the encoding of visual or acoustic presentation to include the opposite type of representation is bidirectional.

The varying nature of semantic effects in working memory

Several studies have demonstrated an influence of semantic knowledge on verbal working memory (WM) performance, such as shown by the observation of semantic relatedness (related vs. unrelated words) and word imageability (high vs. low imageability words) effects in working memory. The present study extends these observations by examining in four experiments the extent to which semantic knowledge can protect WM representations against interference. We assessed immediate serial recall performance for semantically related vs. unrelated word lists and for high vs. low imageability word lists, with memory lists being followed by an interfering task after encoding or not. Results show that semantic relatedness leads to a stronger protective effect against interference than word imageability at the item level. Furthermore, the semantic relatedness had a stronger impact on WM performance than word imageability; this was further supported by a meta-analysis of all relevant studies in the field. These results suggest that inter-item associative semantic knowledge can protect WM content against interference, but less so item-level semantic knowledge. This protective effect may result from between-item recurrent reactivation or from reduced cognitive load via the compression of memoranda into conceptual units, as further supported by a series of computational simulations.

The word length effect in backward recall: the role of response modality

ABSTRACTIn immediate serial recall, it is well known that participants are better at recalling short rather than long words. This benchmark memory effect, known as word length effect, has been observed numerous times in forward recall. However, in backward recall, when participants are required to recall items in the reverse order, contradictory findings have been reported. For instance, in some studies, the word length effect was abolished in backward recall, whereas in others it was maintained. In the present study, we investigated the role of response modality in accounting for this discrepancy. Our results showed that in forward recall, the word length effect is unaffected by response modality. In backward recall with a manual response (click or written), the word length effect is as large as in forward recall. Critically, when participants recalled a word orally, the word length effect was severely reduced in backward recall. We concluded that response modality interacts with the processes called upon in backward recall.

Insignificant Effects of Coloring and Labeling on Memory Span and Serial Recall

Human perception involves many cognitive processes, such as memory, attention, and critical thinking. An important cognitive process is memory, which is usually connected with the storing and retrieval of information. Different colors and labeling have diverse physiological effects on humans. Our investigation aimed to determine if a change in color or labeling would have a significant effect on memory span and serial recall. However, our results do not support that coloring and labeling have significant impacts on a subject’s memory.

Irrelevant music: How suprasegmental changes of a melody\u2019s tempo and mode affect the disruptive potential of music on serial recall

On tests of verbal short-term memory, performance declines as a function of auditory distraction. The negative impact of to-be-ignored sound on serial recall is known as the irrelevant sound effect. It can occur with speech, sine tones, and music. Moreover, sound that changes acoustically from one token to the next (i.e., changing-state sound) is more disruptive to serial recall than repetitive, steady-state sound. We tested manipulations that resulted in changes in (higher levels of) perceptual organization for more complex tonal stimuli. Within a trial, the first two bars of a well-known melody were repeated (a) in the exact same manner, (b) with variations only in tempo, (c) with variations only in mode (e.g., Dorian or Phrygian), or (d) with variations in both tempo and mode. Participants serially recalled digits in each of the irrelevant sound conditions as well as in a silent control condition. In Experiment 1a, we tested non-music students and, to investigate whether musical expertise affected the findings, additionally tested students majoring in music in Experiment 1b. Across both samples, recall in the irrelevant sound conditions was significantly poorer than in the silent control condition, but only the tempo variation caused an additional harmful effect. The mode variation did not affect recall performance, in either music or non-music students. These findings indicate that, at least with music, changes are a matter of degree and not every additional variation impairs recall performance.

Chunking and redintegration in verbal short-term memory.

Memory for verbal material improves when words form familiar chunks. But how does the improvement due to chunking come about? Two possible explanations are that the input might be actively recoded into chunks, each of which takes up less memory capacity than items not forming part of a chunk (a form of data compression), or that chunking is based on redintegration. If chunking is achieved by redintegration, representations of chunks exist only in long-term memory (LTM) and help to reconstructing degraded traces in short-term memory (STM). In 6 experiments using 2-alternative forced choice recognition and immediate serial recall we find that when chunks are small (2 words) they display a pattern suggestive of redintegration, whereas larger chunks (3 words), show a pattern consistent with data compression. This concurs with previous data showing that there is a cost involved in recoding material into chunks in STM. With smaller chunks this cost seems to outweigh the benefits of recoding words into chunks.

Choosing Appropriate Retrieval based Learning Elements among Students in Java Programming Course

Effective learning needs consistent and relevant strategies to help students process and maintain new information. This importance is influenced by researchers’ objectives to help students who are able to retain memory in learning, and manage to master learning well. Encoding, learning condition and learning practice are the important elements in Retrieval Based Learning (RBL) strategies. This research aims to decide suitable RBL strategies for students who join Java Programming course at vocational institutions. Research sample consists of 72 DVM students in their first semester for the Data and Web Application Database Management course in four different vocational institutions. Research data were obtained using questionnaire and analysed using the Statistical Package of the Social Sciences (SPSS) software version 22.0. The questionnaire was divided into four sections, encoding, learning condition, retrieval practice and suitable materials to be used in learning. Results from the descriptive analysis showed that the use of encoding through acoustic, visual semantic and elaborative methods has become students’ choices in program learning, while the appropriate learning condition by students with the highest mean value of 4.0694 is through repetitive practices or individual tests to improve memory in learning. The three retrieval practices which are free recall, serial recall and cue recall, receive the highest interpretation other than using hardcopy materials and computer application in learning. Students’ learning approaches were different depending on suitability and comfort. Thus, educators should realize this and the effort of adapting learning between students’ choices and Java Programming course which could create an effective learning environment for all students. The results of the study are hoped to provide important knowledge in improving program learning, generally, and at vocational institutions, specifically, for computer programming courses.

Vowel and Sibilant Production in Noise: Effects of Noise Frequency and Phonological Similarity.

Purpose This study investigated vowel and sibilant productions in noise to determine whether responses to noise (a) are sensitive to the spectral characteristics of the noise signal and (b) are modulated by the contribution of vowel or sibilant contrasts to word discrimination. Method Vowel and sibilant productions were elicited during serial recall of three-word sequences that were produced in quiet or during exposure to speaker-specific noise signals. These signals either masked a speaker's productions of the sibilants /s/ and /ʃ/ or their productions of the vowels /a/ and /æ/. The contribution of the vowel and sibilant contrasts to word discrimination in a sequence was manipulated by varying the number of times that the target sibilant and vowel pairs occurred in the same word position in each sequence. Results Spectral noise effects were observed for both sibilants and vowels: Responses to noise were larger and/or involved to more acoustic features when the noise signal masked the acoustic characteristics of that phoneme class. Word discrimination effects were limited and consisted of only small increases in vowel duration. Interaction effects between noise and similarity indicated that the phonological similarity of sequences containing both sibilants and/or both vowels influenced articulation in ways not related to speech clarity. Conclusion The findings of this study indicate that sensorimotor control of speech exhibits some sensitivity to noise spectral characteristics. However, productions of sibilants and vowels were not sensitive to their importance in discriminating the words in a sequence. In addition, phonological similarity effects were observed that likely reflected processing demands related to the recall and sequencing of high-similarity words.

Decomposing the Role of Rehearsal in Auditory Distraction during Serial Recall

ABSTRACT According to the interference-by-process mechanism of auditory distraction, irrelevant changing sounds interfere with subvocal articulatory-motor sequencing during rehearsal. However, previous attempts to limit rehearsal with concurrent articulation and examine the residual irrelevant sound effect have limited both cumulative rehearsal as well as the initial assembly of articulatory-phonological labels. The current research decomposed rehearsal into these two levels of articulatory-phonological sequencing: silent concurrent articulation limits the availability of both serial repetition and articulatory-phonological recoding; rapid serial visual presentation allows for articulatory-phonological recoding but presents items too quickly for cumulative serial repetition. As predicted by the interference-by-process account, concurrent articulation – but not rapid serial visual presentation – reduced the irrelevant sound effect. Not only did the irrelevant sound effect persist in the face of rapid serial visual presentation, a steady-state effect also emerged. These findings indicate that irrelevant sounds interfere with both serial processing of articulatory-motor planning at the word level as well as in the formation of item-to-item associations created via serial repetition of complete items. Moreover, these findings highlight the benefits of articulatory-phonological recoding – independent of pure rehearsal – within serial recall.

Assessing the Role of Stimulus Novelty in the Elicitation of the Pupillary Dilation Response to Irrelevant Sound

ABSTRACT Introduction Being exposed to an irrelevant sound that deviates from the auditory scene can disrupt performance on an ongoing task. This deviation effect is usually explained in terms of attention capture whereby the detection of an unexpected acoustical irregularity – or deviation – triggers an involuntary attentional diversion from ongoing mental activity. Recent studies showed that the pupillary dilation response (PDR) could index this attentional response. Yet, these studies almost exclusively used novel (i.e., recently unencountered) sounds as deviants. It is therefore unclear whether the PDR is specifically sensitive to stimulus novelty or to any form of acoustical irregularity. This study thus aimed at examining whether the PDR could be triggered by non-novel irrelevant deviant sounds. Methods. Participants performed visual serial recall while ignoring sequences of alternating spoken letters (BKBKB) in which a novel sound (BKBK X ) or a deviant repetition (BKBK K ) could be inserted. Results. The presentation of any deviant impaired recall and elicited a significant PDR. Yet, whereas the detrimental impact on performance was similar for the two types of deviant, the amplitude of the PDR was larger for the novelty deviant. Discussion. Results suggest that the PDR indexes attentional capture and that it is underpinned by relative, higher-order, expectancy-violation detection processes.

Acoustic-Phonetic Mismatches Impair Serial Recall of Degraded Words

ABSTRACT Sequences of phonologically similar words are more difficult to remember than phonologically distinct sequences. This study investigated whether this difficulty arises in the acoustic similarity of auditory stimuli or in the corresponding phonological labels in memory. Participants reconstructed sequences of words which were degraded with a vocoder. We manipulated the phonological similarity of response options across two groups. One group was trained to map stimulus words onto phonologically similar response labels which matched the recorded word; the other group was trained to map words onto a set of plausible responses which were mismatched from the original recordings but were selected to have less phonological overlap. Participants trained on the matched responses were able to learn responses with less training and recall sequences more accurately than participants trained on the mismatched responses, even though the mismatched responses were more phonologically distinct from one another and participants were unaware of the mismatch. The relative difficulty of recalling items in the correct position was the same across both sets of response labels. Mismatched responses impaired recall accuracy across all positions except the final item in each list. These results are consistent with the idea that increased difficulty of mapping acoustic stimuli onto phonological forms impairs serial recall. Increased mapping difficulty could impair retention of memoranda and impede consolidation into phonological forms, which would impair recall in adverse listening conditions.

Serial Recall Predicts Vocoded Sentence Recognition Across Spectral Resolutions.

PurposeThe goal of this study was to determine how various aspects of cognition predict speech recognition ability across different levels of speech vocoding within a single group of listeners.MethodWe tested the ability of young adults (N = 32) with normal hearing to recognize Perceptually Robust English Sentence Test Open-set (PRESTO) sentences that were degraded with a vocoder to produce different levels of spectral resolution (16, eight, and four carrier channels). Participants also completed tests of cognition (fluid intelligence, short-term memory, and attention), which were used as predictors of sentence recognition. Sentence recognition was compared across vocoder conditions, predictors were correlated with individual differences in sentence recognition, and the relationships between predictors were characterized.ResultsPRESTO sentence recognition performance declined with a decreasing number of vocoder channels, with no evident floor or ceiling performance in any condition. Individual ability to recognize PRESTO sentences was consistent relative to the group across vocoder conditions. Short-term memory, as measured with serial recall, was a moderate predictor of sentence recognition (ρ = 0.65). Serial recall performance was constant across vocoder conditions when measured with a digit span task. Fluid intelligence was marginally correlated with serial recall, but not sentence recognition. Attentional measures had no discernible relationship to sentence recognition and a marginal relationship with serial recall.ConclusionsVerbal serial recall is a substantial predictor of vocoded sentence recognition, and this predictive relationship is independent of spectral resolution. In populations that show variable speech recognition outcomes, such as listeners with cochlear implants, it should be possible to account for the independent effects of spectral resolution and verbal serial recall in their speech recognition ability.Supplemental Material https://doi.org/10.23641/asha.12021051

Dissociating the Disruptive Effects of Irrelevant Music and Speech on Serial Recall of Tonal and Verbal Sequences.

Task-irrelevant speech or music sounds are known to disrupt verbal short-term memory even when participants are instructed to ignore the sound, suggesting that automatically processed acoustical changes interfere with the rehearsal of phonological items. However, much less is known about auditory distraction in tasks that require the memorization and recall of non-phonological auditory items. In the present study, both musically trained and untrained participants were asked to memorize random tone sequences (consisting of low, medium, and high pitch tones) while task-irrelevant sound was presented. Irrelevant instrumental music was found to produce more disruption of tonal recall than white noise, whereas irrelevant speech produced intermediate levels of disruption. In contrast, only speech produced significant interference in an analogous verbal recall task. Crucially, although musically trained participants were able to recall more tones in general, the degree of auditory distraction that was produced by irrelevant music in the tonal recall task was found to be independent of musical expertise. The findings are in line with the assumption of two separate mechanisms for the maintenance of tonal and phonological information. Specifically, short-term memory for tone sequences may rely on a pitch-based rehearsal system which is disrupted by the perception of irrelevant pitch changes as contained in instrumental music (and to a lesser extent in speech), whereas serial recall of verbal items is most sensitive to phonological sounds.