Articulatory loop explanations of memory span and pronunciation rate correspondences: a cautionary note

Tehan, Gerald and Humphreys, Michael S. (1988) Articulatory loop explanations of memory span and pronunciation rate correspondences: a cautionary note. Bulletin of the Psychonomic Society, 26. pp. 293-296. ISSN 0090-5054

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Abstract

In recent years, a number of memory span findings have been attributed to the operation of an articulatory loop (Baddeley & Hitch, 1974). These attributions have been made on the basis of finding a correspondence between span differences and pronunciation rate differences. This experiment explored articulatory loop explanations for two material effects in memory span: the word-frequency effect (span for high-frequency words is larger than span for low-frequency words) and the word-class effect (span for function words is smaller than span for either nouns or adjectives). The results indicate that it is possible to obtain span differences without finding corresponding pronunciation rate differences. Moreover, span differences were as pronounced under articulatory suppression conditions as they were under rehearsal conditions. Both of these results limit the generality of articulatory loop explanations of memory span.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author's version deposited in accordance with the copyright policy of the publisher.
Depositing User: Assoc Prof Gerry Tehan
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 11 Aug 2008 05:15
Last Modified: 02 Jul 2013 22:41
Uncontrolled Keywords: word frequency and word class, memory span, rehearsal speed, college students, test of articulatory loop explanation
Fields of Research (FOR2008): 20 Language, Communication and Culture > 2004 Linguistics > 200404 Laboratory Phonetics and Speech Science
17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension)
URI: http://eprints.usq.edu.au/id/eprint/1985

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