| 61. |
- Ljung, Robert, et al.
(författare)
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Distraction of Counting by the Meaning of Background Speech : Are Spatial Memory Demands a Prerequisite?
- 2015
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Ingår i: Applied Cognitive Psychology. - : Wiley. - 0888-4080 .- 1099-0720. ; 29:4, s. 584-591
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Tidskriftsartikel (refereegranskat)abstract
- This paper reexamines the effects of background speech on counting. Previous studies have shown that background sound disrupts counting in comparison with silence, but the magnitude of disruption is no larger for spoken numbers compared with that for non-number speech (there is no effect of the meaning of background speech). The typical task used previously has been to count the number of sequentially presented visual events. We replicated the general finding in Experiment 1—that there is no effect of the meaning of background speech—in the context of the classic sequence counting task. In Experiment 2, the task was changed by having to-be-counted dots presented simultaneously and randomly across the visual field. Here, an effect attributable to the meaning of background speech emerged. Background speech that is similar in meaning to the focal task process contributes to the magnitude of disruption, but apparently only when spatial memory processes are a task prerequisite.
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| 62. |
- Ljung, Robert, et al.
(författare)
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Effects of Road Traffic Noise and Irrelevant Speech on Children’s Reading and Mathematical Performance
- 2009
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Ingår i: Noise & Health. - : Medknow. - 1463-1741 .- 1998-4030. ; 11:45, s. 194-198
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Tidskriftsartikel (refereegranskat)abstract
- Irrelevant speech in classrooms and road traffic noise adjacent to schools have a substantial impact on children's ability to learn. Comparing the effects of different noise sources on learning may help construct guidelines for noise abatement programs. Experimental studies are important to establish dose-response relationships and to expand our knowledge beyond correlation studies. This experiment examined effects of road traffic noise and irrelevant speech on children's reading speed, reading comprehension, basic mathematics, and mathematical reasoning. A total of 187 pupils (89 girls and 98 boys), 12-13 years old, were tested in their ordinary classrooms. Road traffic noise was found to impair reading speed (P < 0.01) and basic mathematics (P < 0.05). No effect was found on reading comprehension or on mathematical reasoning. Irrelevant speech did not disrupt performance on any task. These findings are related to previous research on noise in schools and the implications for noise abatement guidelines are discussed.
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| 63. |
- Ljung, Robert, et al.
(författare)
-
Poor listening conditions impair memory for intelligible lectures : implications for acoustic cassroom standards
- 2009
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Ingår i: Building Acoustics. - : SAGE Publications. - 1351-010X .- 2059-8025. ; 16:3, s. 257-265
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports two experiments on the effects of degraded speech signals on memory for spoken lectures. Experiment 1 showed that broadband noise impairs university students' memory for a spoken lecture, even though the participants heard what was said. Experiment 2 showed that reverberation has detrimental effects to school adolescents' memory for spoken lectures, similar to broadband noise. The results suggest that poor listening conditions (resulting from background noise and/or long reverberation time) impair memory and learning, even if the conditions allow the listeners to hear what is said. Since the goal for students and pupils attending to lectures is to remember the lecture rather than just hearing what is said, the results presented here indicate that standards for acceptable signal-to-noise ratios and reverberation times in buildings designed for learning should consider the distinction between speech intelligibility and memory. Standards should be based on memory criteria instead of intelligibility criteria.
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| 64. |
- Marsh, John, et al.
(författare)
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Auditory distraction eliminates retrieval induced forgetting : Implications for the processing of unattended sound
- 2013
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing Group. - 1618-3169 .- 2190-5142. ; 60:5, s. 368-375
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Tidskriftsartikel (refereegranskat)abstract
- The Retrieval-Induced Forgetting (RIF) paradigm includes three phases: (a) study/encoding of category exemplars, (b) practicing retrieval of a sub-set of those category exemplars, and (c) recall of all exemplars. At the final recall phase, recall of items that belong to the same categories as those items that undergo retrieval practice, but that did not undergo retrieval practice themselves, is impaired. The received view is that this is because retrieval of target category-exemplars (e.g., “Tiger” in the category Four-legged animal) requires inhibition of nontarget category-exemplars (e.g., “Dog” and “Lion”) that compete for retrieval. Here, we used the RIF paradigm to investigate whether ignoring auditory items during the retrieval-practice phase modulates the inhibitory process. In two experiments, RIF was present when retrieval practice was conducted in quiet and when it was conducted in the presence of spoken words that were drawn from a different category to that from which the targets for retrieval practice were selected. In contrast, RIF was abolished when words that were either identical to, or merely semantically related to, the retrieval-practice words were presented as background speech. The results suggest that the act of ignoring speech can reduce inhibition of the non-practiced category-exemplars, thereby eliminating RIF, but only when the spoken words are competitors for retrieval (i.e., belong to the same semantic category as the to-be-retrieved items).
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| 65. |
- Marsh, John, et al.
(författare)
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Boundaries of semantic distraction : Dominance and lexicality act at retrieval
- 2014
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Ingår i: Memory & Cognition. - : Springer. - 0090-502X .- 1532-5946. ; 42:8, s. 1285-1301
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Tidskriftsartikel (refereegranskat)abstract
- Three experiments investigated memory for semantic information with the goal of determining boundary conditions for the manifestation of semantic auditory distraction. Irrelevant speech disrupted the free recall of semantic category- exemplars to an equal degree regardless of whether the speech coincided with presentation or test phases of the task (Experiment 1), and this occurred regardless of whether it comprised random words or coherent sentences (Experiment 2). The effects of background speech were greater when the irrelevant speech was semantically related to the to-be-remembered material, but only when the irrelevant words were high in output dominance (Experiment 3). The implications of these findings in relation to the processing of task material and the processing of background speech are discussed.
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| 66. |
- Marsh, John, et al.
(författare)
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Distraction Control Processes in Free Recall: Benefits and Costs to Performance
- 2015
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Ingår i: Journal of Experimental Psychology. Learning, Memory and Cognition. - : American Psychological Association. - 0278-7393 .- 1939-1285. ; 41:1, s. 118-133
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Tidskriftsartikel (refereegranskat)abstract
- How is semantic memory influenced by individual differences under conditions of distraction? This question was addressed by observing how participants recalled visual target words-drawn from a single category-while ignoring spoken distractor words that were members of either the same or a different (single) category. Working memory capacity (WMC) was related to disruption only with synchronous, not asynchronous, presentation, and distraction was greater when the words were presented synchronously. Subsequent experiments found greater negative priming of distractors among individuals with higher WMC, but this may be dependent on targets and distractors being comparable category exemplars. With less dominant category members as distractors, target recall was impaired-relative to controlonly among individuals with low WMC. The results highlight the role of cognitive control resources in target-distractor selection and the individual-specific cost implications of such cognitive control.
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| 67. |
- Marsh, John E., et al.
(författare)
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Auditory Distraction Compromises Random Generation : Falling Back Into Old Habits?
- 2013
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Ingår i: Experimental psychology (Göttingen). - : Hogrefe Publishing. - 1618-3169 .- 2190-5142. ; 60:4, s. 279-292
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Tidskriftsartikel (refereegranskat)abstract
- Auditory distraction of random generation - a quintessentially executive control task - was explored in three experiments. Random number generation was impaired by the mere presence of irrelevant auditory sequences that comprise digits, but not letters, and then only if the digits were heard in a canonical order (1, 2, 3 ... or 3, 2, 1 ...), not in random order (Experiments 1 and 2). Random letter generation was impaired by irrelevant letters heard in alphabetical order (a, b, c ...) and reversed alphabetical order (i, h, g ...), but not by numbers in canonical order or letters in random order (Experiment 3). Attempting to ignore canonical sequences - with items that are members of the same category as the to-be-generated items - reduced the randomness of the generated sequence, by decreasing the tendency to change the direction of the produced sequence for random number generation, and by increasing resampling of responses for random letter generation. Like other selective attention tasks, the cost of distraction to random generation appears to stem from preventing habitual responses assuming the control of action.
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| 68. |
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| 69. |
- Marsh, John E., et al.
(författare)
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Dynamic cognitive control of irrelevant sound : increased task engagement attenuates semantic auditory distraction
- 2015
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Ingår i: Journal of Experimental Psychology. - : American Psychological Association (APA). - 0096-1523 .- 1939-1277. ; 41:5, s. 1462-1474
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Tidskriftsartikel (refereegranskat)abstract
- Two experiments investigated reactive top-down cognitive control of the detrimental influence of spoken distractors semantically related to visually-presented words presented for free recall. Experiment 1 demonstrated that an increase in focal task-engagement—promoted experimentally by reducing the perceptual discriminability of the visual target-words—eliminated the disruption by such distracters of veridical recall and also attenuated the erroneous recall of the distracters. A recall instruction that eliminates the requirement for output-monitoring was used in Experiment 2 to investigate whether increased task-engagement shields against distraction through a change in output-monitoring processes (back-end control) or by affecting the processing of the distracters during their presentation (front-end control). Rates of erroneous distracter-recall were much greater than in Experiment 1 but both erroneous distracter-recall and the disruptive effect of distracters on veridical recall were still attenuated under reduced target-word discriminability. Taken together, the results show that task-engagement is under dynamic strategic control and can be modulated to shield against auditory distraction by attenuating distracter-processing at encoding thereby preventing distracters from coming to mind at test.
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| 70. |
- Marsh, John E., et al.
(författare)
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Erroneous and Veridical Recall Are Not Two Sides of the Same Coin : Evidence From Semantic Distraction in Free Recall
- 2015
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Ingår i: Journal of Experimental Psychology. Learning, Memory and Cognition. - : American Psychological Association (APA). - 0278-7393 .- 1939-1285. ; 41:6, s. 1728-1740
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Tidskriftsartikel (refereegranskat)abstract
- Two experiments examined the extent to which erroneous recall blocks veridical recall using, as a vehicle for study, the disruptive impact of distractors that are semantically similar to a list of words presented for free recall. Instructing participants to avoid erroneous recall of to-be-ignored spoken distractors attenuated their recall but this did not influence the disruptive effect of those distractors on veridical recall (Experiment 1). Using an externalized output-editing procedure-whereby participants recalled all items that came to mind and identified those that were erroneous-the usual between-sequences semantic similarity effect on erroneous and veridical recall was replicated but the relationship between the rate of erroneous and veridical recall was weak (Experiment 2). The results suggest that forgetting is not due to veridical recall being blocked by similar events.
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