Exam 2

Question 1

The component of the loop that stores speech code

Answer 1

Phonological Storage

Question 2

Speech we hear+text we read after its converted to speech code

Answer 2

Phonological storage

Question 3

What is an example of a phonological storage

Answer 3

Phonological loop

Question 4

Linked to speech production; used to rehearse and store verbal information from the phonological store.Your inner voice;

Answer 4

Articulatory Control Process

Question 5

The ACP has two functions:

Answer 5

Conversion function

Rehearsal function

Question 6

the conversion function of the ACP is

Answer 6

To convert text into speech code, then to transfer that code into the phonological storage where it can be consciously analyzed and thought about.

Question 7

Rehearsal function of the ACP is

Answer 7

to rehearse speech code that is in the phonological storage, to prevent that code from being forgotten

However; if ACP does not function properly, that information can not be rehearsed and will quickly fade and be forgotten

Question 8

What are the components of the phonological loop?

Answer 8

phonological store (PS) and articulatory control process (ACP)

Question 9

Which of the 2 functions of the ACP are essential?

Answer 9

The conversion function

Question 10

an assumption of the phonological loop is

Answer 10

that PS stores speech code for a short period of time

Question 11

What happens in the Phonological Similarity Effect (PSE)?

Answer 11

Ability to focus on things (items) that sound similar or different from each other

Question 12

what is Phonological Similarity Effect (PSE)?

Answer 12

This occurs when similar items are remembered more poorly than distinct secondary items

Question 13

What is the theory of PSE for items that sound similar?

Answer 13

items that sound similar are assumed to enter the phonological storage and produce high levels of interference because the sound similar and TF should be remembered poorly

Question 14

What is the theory of PSE for items that sound different (dissimilar)?

Answer 14

Items that sound different produce high levels of interference because they sound distinct and TF should be remembered better

Question 15

What is the standard procedure for PSE?

Answer 15

Participants are asked to remember letters or words in addition there are 2 conditions labeled similar and dissimilar.

Question 16

What do the conditions in the procedure manipulate?

Answer 16

how similar the items sound

Question 17

In the similar condition:

Answer 17

Participants are presented with similar sounding items

Question 18

In the dissimilar conditions participants are presented with:

Answer 18

Dissimilar sounding items

Question 19

What where the findings for the PSE?

Answer 19

Similar sounding items are generally remembered poorly and dissimilar items are generally remembered greatly

Question 20

Would PSE be obtained for visual information?

Answer 20

Yes, a PSE should be obtained if the items were presented visually

Question 21

Referring to the PSE and being presented visually; this theory goes back to

Answer 21

the conversion function of ACD

Question 22

What is the ACD?

Answer 22

it converts the text that subjects see into speech code substitutions to understand and transfer that code into the phonological storage

Question 23

When it is a failure to obtain PSE (because similar and distinct items are both recalled poorly) when:

Answer 23

1. Items are presented visually

2. Participants have to engage in AS (articulatory Suppression)

Question 24

What is Articulatory Suppression (AS)?

Answer 24

experimental definition that is designed to disable the ACP and specifically disable the conversion and rehearsal functions of the ACP

Question 25

This prevents participants from converting text into speech code and it's designed to prevent items from being rehearsed i the phonological storage

Answer 25

AS

Question 26

Is to prevent part. from reading info that they have to remember because it prevents participants from converting text into speech code

Answer 26

AS

Question 27

How does AS prevent PSE for visual items? 1st- state"normal" Then state AS:

Answer 27

Normal: Visual-->ACP-->P store-->PSE= no AS AS: Visual-->No ACP (bc no conversion)--> no PSE

Question 28

Would AS prevent PSE for auditory items? Normal- Then AS-

Answer 28

Normal: Auditory--> P store-->PSE AS: Auditory--> P store--> PSE (no need for conversion bc it is already presented in speech code TF no AS

Question 29

In which case does one see there is no PSE? why?

Answer 29

in the visual AS case: Visual--> no ACP (no conversion) --> no PSE because this is where mnemonics are being used

Question 30

Would PSE be obtained for visual information if the ACP were disabled?

Answer 30

no, because visual info needs to be converted in to speech code in order for it to go into the P store where it can be rehearsed and analyzed, if the ACP is disabled then there is no PSE because mnemonics have been used to remember the information TF there is no confusion (PSE)

Question 31

Colle & Welsh- Irrelevant Speech Effect (ISE) procedure:

Answer 31

Control group:Quite group (no irrelevant speech) Treatment group: Irrelevant Speech Both: visually presented with "to-be-remmebered" constants Treatment group: had to remember visual constants while irrelevant speech was played in the background

Question 32

Colle & Welsh- Irrelevant Speech Effect (ISE) results:

Answer 32

the treatment group was not as successful in recalling the visual constants

Question 33

Explain the ISE results:

Answer 33

Phonemes from the irrelevant speech enter the P-store bc it is auditory TF going straight into the P-store whereas the Visual Constants need to enter the ACP where conversion needs to happen in order to enter the P-store, w/out ACP (conversion specifically) info is quickly forgotten

Question 34

Given the explanation of the ISE, what are the 3 predictions?

Answer 34

1. AS should remove the ISE b/c the articulation will prevent the visual presented items from entering P-store 2. It should not matter whether the ire. speech is single-phonome or multi-syllable word, what is import, is the similarity in the phonemes in the ire. speech and the to-be-remembered items 3. non speech items such as tones should not produce an ISE

Question 35

describes findings if subjects engaged in AS:

Answer 35

AS should remove the ISE b/c the articulation will prevent the visual presented items from entering P-store

Question 36

Describe how rehearsal rate can explain WLE

Answer 36

short words= rehearsed quickly TF less likely to fade and be forgotten long words= rehearsed slowly TF more likely to fade and be forgotten

Question 37

(referring to WLE) Describes findings if subjects engaged in AS:

Answer 37

AS eliminates the WLE bc no matter how short or long the words are they are not being transferred into P-store bc of AS

Question 38

Selective Attention:

Answer 38

The ability to attend to something while avoiding other things

Question 39

The Dichotic Listening task (DLT) purpose:

Answer 39

is a task to examine selective attention

Question 40

Dichotic Listening task (DLT) procedure:

Answer 40

In this task subjects wears a set of headphones and hears 2 messages played simultaneously (L & R headphones have different messages) Attended channel Unattended channel

Question 41

What is shadowing when referring to the Dichotic Listening Task (DLT)?

Answer 41

occurs when part. repeat out loud essays what are being played in the attended channel

Question 42

Referring to the DLT, what is the attended channel and unattended channel?

Answer 42

Attended channel: plays messages that part. are told to attend to (played only over one side of the headphone) Unattended channel: plays mess. that subjects are told to ignore and the mess is played over the other side of the headphone