1. Phonological Loop, Visuospatial Sketchpad & Articulatory Suppression Psychology 355: Cognitive Psychology Instructor: John Miyamoto 04/25/2016: Lecture 05-1 Note: This Powerpoint presentation may contain macros that I wrote to help me create the slides. The macros aren’t needed to view the slides. You can disable or delete the macros without any change to the presentation.

2. Outline Working Memory (WM) Model is a multi-component model of STM. Phonological Loop (PL): ♦ Phonological similarity effect ♦ Word length effect ♦ Articulatory suppression reduces phonological similarity effect and word length effect. Visuospatial Sketchpad (VSP) ♦ Mental subtraction of images ♦ Brooks’ experiment with pointing and verbal responses Psych 355, Miyamoto, Spr ‘16 2 Lecture ends here Diagram of Working Memory Model

3. Psych 355, Miyamoto, Spr '16 3 Baddeley-Hitch Working Memory (WM) Model Think of the diagram to the right as an expansion & revision of the standard STM model. 1.Phonological Loop (PL) ♦ Storage of sounds ♦ Rehearsal ♦ Manipulation of verbal information 2.Visuospatial Sketch Pad (VSP) ♦ Storage & manipulation of visual images and spatial information. 3.Central Executive (CE) ♦ Directs activity within the PL or VSP. ♦ Coordinates activity between PL, VSP, and LTM. Same Slide Without the Emphasis Rectangles

4. Psych 355, Miyamoto, Spr '16 4 Baddeley-Hitch Working Memory (WM) Model Think of the diagram to the right as an expansion & revision of the standard STM model. 1.Phonological Loop (PL) ♦ Storage of sounds ♦ Rehearsal ♦ Manipulation of verbal information 2.Visuospatial Sketch Pad (VSP) ♦ Storage & manipulation of visual images and spatial information. 3.Central Executive (CE) ♦ Directs activity within the PL or VSP. ♦ Coordinates activity between PL, VSP, and LTM. What Justifies the Hypothesis: PL is Part of WM?

5. Psych 355, Miyamoto, Spr '15 5 Evidence for the Hypothesis: PL Is Part of WM Phonological similarity effect: Memory span is smaller for lists of similar-sounding words than for lists of dissimilar-sounding words. ♦ Example 1: Remember the list, D B C T P G (harder) ♦ Example 2: Remember the list, K F Y L R Q (easier) Word length effect: Memory span is greater for lists of short words than for lists of long words. Articulatory suppression experiments Neuropsychological evidence (later - not in this lecture) Demo of the Word Length Effect

6. Psych 355, Miyamoto, Spr '16 6 Next: Demo of Word Length Effect Word length effect: Memory span is smaller for list of long words than for lists of short words. ♦ "Long" means multisyllabic. We already did some trials with short words. Next: Memory span trial with long words. Fixation Point

7. Psych 355, Miyamoto, Spr '16 7 Word Span with 5 Words: How Hard is This? * On Click, Display Stimulus on a Timer, 1 Slide per Second Note to Self: The following slides advance automatically on a timer, i.e., don't advance the slides manually.

8. Psych 355, Miyamoto, Spr '16 8 Digit HABITUALLY

9. Psych 355, Miyamoto, Spr '16 9 Digit NEUROTOXIN

10. Psych 355, Miyamoto, Spr '16 10 Digit ANTICIPATION

11. Psych 355, Miyamoto, Spr '16 11 Digit DECIDUOUS

12. Psych 355, Miyamoto, Spr '16 12 Digit SAXOPHONE

13. Psych 355, Miyamoto, Spr '16 13 What Were the Words? Correct Answer: HABITUALLY, NEUROTOXIN, ANTICIPATION, DECIDUOUS, SAXOPHONE Which word list was harder to remember? ♦ First list: Short dissimilar sounding words ♦ Third list: Long dissimilar sounding words. Theoretical Analysis of the Word Length Effect

14. Psych 355, Miyamoto, Spr '16 14 Interpretation of Word Length Effect Word length effect: Memory span is smaller for lists of long words than for lists of short words. What does this show about working memory? Basic assumption of PL: One way that people maintain information in STM is by rehearsing the sound of words. Prediction: Since longer words take longer to rehearse, it takes longer to complete the list and return to each word in the list. Therefore we are more likely to forget longer words from a list of length N than to forget shorter words from a list of length N. Thus, memory span should be smaller for longer words. ♦ Prediction is confirmed. Word Length Effect & Digit Span: Chinese, Welsh, & English

15. Word Length Effect & Digit Span Digits take longer to pronounce in English than in Chinese. Digits take longer to pronounce in Welsh than in English; Digit span is greater for Chinese speakers than for English speakers. Digit span is greater for English speakers than for Welsh speakers. Interpretation: ♦ Everybody has the same basic STM capacity. ♦ Chinese speakers can rehearse digits faster than English speakers. Therefore they can retain more digits on the average in a Digit Span task. ♦ English speakers can rehearse digits faster than Welsh speakers. Therefore they can retain more digits on the average in a Digit Span task. Psych 355, Miyamoto, Spr '16 15 Define Articulatory Suppression – Then Use Articulatory Suppression in Exp England Wales

16. Psych 355, Miyamoto, Spr '15 16 Evidence for the Hypothesis: PL Is Part of WM Phonological similarity effect: Memory span is smaller for lists of similar-sounding words than for lists of dissimilar-sounding words. ♦ Example 1: Remember the list, D B C T P G (harder) ♦ Example 2: Remember the list, K F Y L R Q (easier) Word length effect: Memory span is greater for lists of short words than for lists of long words. Articulatory suppression experiments Neuropsychological evidence (later - not in this lecture) Demo of the Word Length Effect

17. Psych 355, Miyamoto, Spr '16 17 What Is Articulatory Suppression? Articulatory Suppression: Have subject speak an irrelevant sound, e.g., "the, the, the, the,....", while performing a memory task. Purpose of articulatory suppression: Prevent use of PL while performing the memory task. The conflicting task ("the, the, the,...") prevents use of PL. Prediction: Articulatory suppression should reduce or eliminate the phonological similarity effect and the word length effect because.... a) articulatory suppression prevents use of PL while performing the memory task, and... b) these effects result from phonological representations whose use is blocked by articulatory suppression. Impact of Articulatory Suppression on Word Length Effect

18. Psych 355, Miyamoto, Spr '16 18 Word Length Effect & Articulatory Suppression List 1: (long words) helicopter, transformation, synergy, counterpoint,.... List 2: (short words) ant, top, ear, dog, red,..... Condition 1A: Subjects read List 1, then try to remember it. Condition 2A: Subjects read List 2, then try to remember it. Condition 1B: Subjects read List 1 while saying "the, the, the, the,...." Then they try to remember it. Condition 2B: Subjects read List 2 while saying "the, the, the, the,...." Then they try to remember it. Results of Experiment

19. Psych 355, Miyamoto, Spr '16 19 Articulatory Suppression Reduces the Word Length Effect book dog........ neurotoxin mendacious...... Interpretation of This Result Results for Conditions 1A and 2A were not shown graphically in the Goldstein textbook. Results for Conditions 1B and 2B are shown in Figure 5.13. Conditions 1A and 2A: Normal word length effect was found. Conditions 2A and 2B (with articulatory suppression): Lists of short or long words remember about equally. Normal Word Length Effect Articulatory Suppression Cond 1A vs 2A Cond 1B vs 2B Difference was not significant.

20. Psych 355, Miyamoto, Spr '16 20 Interpretation of Effect of Articulatory Suppression book dog........ neurotoxin mendacious...... Comment re Articulatory Suppression & Phonological Similarity Effect Articulatory suppression prevents rehearsal of word sounds (probably the subject rehearses the word images). So word length no longer has as much effect. Normal Word Length Effect Articulatory Suppression Cond 1A vs 2A Cond 1B vs 2B

21. Articulatory Suppression & the Phonological Similarity Effect Articulatory suppression also reduces the phonological similarity effect. (Results shown in a later lecture and in the textbook.) These results support the existence of PL and the importance of verbal rehearsal in PL. Psych 355, Miyamoto, Spr '16 21 Summary re PL

22. Psych 355, Miyamoto, Spr '16 22 Summary re Phonological Loop (PL) Basic assumption of PL: One way that people maintain information in a short-term memory store by rehearsing the sound of words. This assumption predicts that...... similar sounding words should be more easily confused in PL (phonological similarity effect)... longer words should be harder to maintain in PL (word length effect).... preventing people from verbal rehearsal should eliminate these effects (articulatory suppression). Return to Diagram of Baddeley-Hitch WM Model - END

23. Psych 355, Miyamoto, Spr '16 23 Baddeley-Hitch Working Memory (WM) Model 1.Phonological Loop (PL) ♦ Short-term storage ♦ Rehearsal ♦ Manipulation of verbal information 2.Visuospatial Sketch Pad (VSP) ♦ Short-term storage of visual & spatial information ♦ Manipulation of visual images and spatial information. 3.Central Executive o Directs activity within the PL or VSP. o Coordinates activity between PL or VSP, and between these components and long-term memory (LTM). Brandimonte’s Mental Subtraction Task Next

24. Psych 355, Miyamoto, Spr '16 24 A A' Sample stimuli, A and A' ♦ First, the subject sees A. ♦ Next A disappears and the subject sees A'. Mental Subtraction Task: “Mentally subtract" the second stimulus from the first; then name the object that remains. Brandimonte: Mental Subtraction Task Brandimonte, M. A., Hitch, G. J., & Bishop, D. V. M. (1992). Influence of short-term mem­ory codes on visual image processing: Evidence from image transformation tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 157-165. The mental subtraction task is not discussed in the Goldstein textbook. Same Slide with “Remainder” Image After Subtraction

25. Psych 355, Miyamoto, Spr '16 25 A A' Sample stimuli, A and A' ♦ First, the subject sees A. ♦ Next A disappears and the subject sees A'. ♦ Next A’ disappears and the subject must do the mental subtraction. Mental Subtraction Task: The subject must mentally "subtract" the second stimulus A’ from the first stimulus A, and name the object that remains: e.g., Remainder = Ice Cream Cones. Brandimonte: Mental Subtraction Task Instructions for a Sample Trial in the Mental Subtraction Experiment Remainder after mental subtraction Subject is not shown this image. X

26. Sample Experiment: Mental Subtraction Next you will see an image. After this image is removed, you will see a second image. Mentally subtract the second image from the first image, and name the image that remains after the subtraction. Psych 355, Miyamoto, Spr '16 26 Image 1 of the Mental Subtraction Example

27. Psych 355, Miyamoto, Spr '16 27 Example:Memorize This Image Image B Image to be Subtracted from this Image

28. Psych 355, Miyamoto, Spr '16 28 Subtract This Image from the Preceding Image Image B' Name the Image that Results from Subtraction

29. Psych 355, Miyamoto, Spr '16 29 Subtract This Image from the Preceding Image Name the image that results from mentally subtracting Image B’ from Image B. Name the Image that Results from Subtraction

30. Psych 355, Miyamoto, Spr '16 30 Name the Image that Results From Subtracting Image B' from Image B? Possible answer: A fish Result of Subtracting Image B' from Image B (This image would not be shown to a subject) Summary: Mental Subtraction Experiment

31. Psych 355, Miyamoto, Spr '16 31 Subtraction Task: The subject must mentally "subtract" the second stimulus from the first, and name the object that remains. ♦ Possible answer for A and A' on Left: Ice cream cones. ♦ Possible answer for B and B' on Right: Fish Important to note that if the subject names the first image, then it is harder to access a name for the image that remains after subtracting the second image. Summary: Mental "Subtraction" Task Combined with Mental Subtraction with Articulatory Suppression A X B A' B' Y

32. Psych 355, Miyamoto, Spr '16 32 Combine Mental Subtraction with Articulatory Suppression Condition 1: Subject does the mental subtraction task. Condition 2: Subject says "la, la, la, la,...." while doing the mental subtraction task. Finding: Subjects perform BETTER in Condition 2 than in Condition 1. Why? 1 2 Interpretation of Mental Subtraction Experiment

33. Psych 355, Miyamoto, Spr '16 33 Interpretation of Mental Subtraction Experiment The stimuli were designed so that subjects could name the object before "subtracting" the second image. ♦ E.g., with stimulus 1, a subject might think "headphones". If a subject silently says "headphones" while looking at the left part of stimulus 1, it is harder to see ice cream cones in the image that results from mental subtraction. Saying "la, la, la, la,...." suppressed the tendency to name the initial stimulus, so the subject relies only on the visual image in VSP. This makes the subtraction task easier. Summary re Mental Subtraction - END

34. Psych 355, Miyamoto, Spr '16 34 Summary re Mental Subtraction Assumption: People can maintain a visual/spatial representation of information by actively processing it in VSP. Hypothesis: Suppression of PL can improve processing on tasks if... 1)... people are in the habit of naming the image (recoding initial image into the PL), but..... 2).... the task is actually performed more easily in VSP. Result: Articulatory suppression does improve performance on the mental subtraction task. ♦ This result is hard to explain if STM is a single storage area without separate PL & VSP. END