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Procedural-Memory, Working-Memory, And Declarative-Memory Skills Are Each Associated With Dimensional Integration In Sound-Category Learning, Carolyn Quam, Alisa Wang, W. Todd Maddox, Kimberly Golisch

Speech and Hearing Sciences Faculty Publications and Presentations

This paper investigates relationships between procedural-memory, declarative-memory, and working-memory skills and adult native English speakers’ novel sound-category learning. Participants completed a sound-categorization task that required integrating two dimensions: one native (vowel quality), one non-native (pitch). Similar information-integration category structures in the visual and auditory domains have been shown to be best learned implicitly (e.g., Maddox et al., 2006). Thus, we predicted that individuals with greater procedural-memory capacity would better learn sound categories, because procedural memory appears to support implicit learning of new information and integration of dimensions. Seventy undergraduates were tested across two experiments. Procedural memory was assessed using …

Normative Data On The Auditory Memory Test Battery, Mary Clare Mountain

Dissertations and Theses

This study examined the means and standard deviations for the Auditory Memory Test Battery (Burford, 1976) using a sample of normal second, third, and fourth grade children. The study also compared span and sequence scores, low and high SES scores, and an individual's test scores with teacher judgment of intelligence group. A brief examination of the AMTB as used with LD children was also performed but not included in the statistical analysis.

Memory For Crossed And Nested Classifications, John Ernest Garwood

Dissertations and Theses

Memory for crossed and nested classifications was investigated. Two experimental groups were exposed to stimuli which could be organized by both a crossed and nested classification. The stimuli consisted of nine drawings in a 3 x 3 matrix. Each drawing is characterized by attributes on five dimensions. The nested classification requires four dimensions to organize the nine drawings, while the crossed classification requires two dimensions. Of the five dimensions, three are unique to the nested classification, one is unique to the crossed classification, and one is common to both classifications. Subjects were presented the stimuli so that either the crossed …

The Study Of The Differential Effects Of Visual And Auditory Presentation On Logical Reasoning, Jacob Lauterstein Driesen

Dissertations and Theses

A fundamental task in reasoning is to form some internal representation of the premises that allows the relations between them to be determined. Whether this process is visual or auditory is the subject of a long-standing controversy.

This controversy seems to have reached a stalemate. Another approach is to determine where in the brain reasoning is done. A way of doing this involves looking at differences in the processing and storage of visual and auditory information within the brain. Brooks used this approach in his experiments. His results suggested that a subject who receives spatial information by of the ear …

Auditory And Visual Sensory Stores: A Recognition Task, James Barr Richardson

Dissertations and Theses

A probe-stimulus recognition technique was used to test hypothesized differences in visual and auditory sensory memory storage. Lists of alphabetical letters were presented visually or auditorially, each followed by a visual or auditory probe. Performance on the auditory lists was predicted to be better than on the visual lists. Moreover, auditory lists followed by a visual probe (AV) were expected to show a decrement in performance in comparison to auditory list-auditory probe tasks (AA). Visual lists followed by an auditory probe (VA) were likewise expected to result in a decrement in performance in comparison to visual list-visual probe tasks (VV). …