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Published in Philip Winn, Dictionary of Biological Psychology, 2003
A popular method for studying the articulatory loop is to ask subjects to repeatedly articulate common words (for example, the) while they are performing a target cognitive task. The rationale behind this articulatory suppression technique is that concurrent articulation occupies the articulatory rehearsal component and thereby disrupts the performance of any cognitive task that implicates the articulatory loop. Recent studies using this and other methodologies (for instance, neuropsychological studies of braindamaged patients with a selective verbal SHORT-TERM MEMORY impairment) suggest that the evolutionary significance of the articulatory loop may be to serve as a language-acquisition device. While its role in LANGUAGE comprehension and production seems to be rather minor (particularly among adults), it has been shown to play an essential role in the acquisition of spoken and written language among children (such as vocabulary acquisition and learning to read) (see Gathercole & Baddeley, 1993 for review).
The effects of diurnal variability and modality on false memories formation
Published in Chronobiology International, 2023
Justyna M. Olszewska, Amy E. Hodel, Anna Ceglarek, Magdalena Fafrowicz
It should be noted that our results suggest no changes in errors to related lures between STM and LTM in the evening, which is similar to Abadie and Camos’s (2019) findings. Evening encoding promoted elaborative processing; therefore, in STM, we noticed more errors than in STM in the morning. Thus, initially, the greater false memory effect in late hours remained stable after a delay. We can further support previous speculations that our procedure of sequential stimuli presentation and a silent math task allowed to some extent for rehearsal and refreshing, which probably resulted in errors in STM and LTM at the time of day where elaborative processing naturally dominated. However, we cannot directly compare our distractor task to Abadie and Camos’s (2019) since our task, although it used articulatory suppression in the form of a silent math verification task, did not inhibit rehearsal and refreshing completely.
Identifying set-switching difficulties in autism spectrum disorder using a rule following task
Published in International Journal of Developmental Disabilities, 2021
Helen Sawaya, Maggie McGonigle-Chalmers, Iain Kusel
There are several limitations to the conclusions we derived from the present study. The first limitation is the small sample size used. Due to the heterogeneity of this population, larger samples are desired for more robust conclusions. The task included a noisy background (different colored shapes), which could have been more taxing on the visual working memory of ASD subjects. It does, however, represent more closely the visual input subjects are exposed to in their everyday lives. With regard to the broader issue of the relationship with IQ, there were no overall group differences on our measures of verbal and nonverbal IQ. Including a sample of adolescents with lower VIQ and NIQ, however, may have resulted in a poorer ability to compensate for the shift difficulty by using rule formation (McGonigle-Chalmers and McCrohan 2018). Similarly, the possible role of language in helping mediate the transfer to new phases would benefit from a larger study comparing nameable versus less nameable stimuli as used in the self-ordering pointing task (Joseph et al.2005). This is an area worthy of further research using new methods to test directly for mediation and inner speech such as articulatory suppression (Miyake et al.2004, Williams et al.2012) and we would submit that our task would be a useful vehicle for such research.
Using inclusive sampling to highlight specific executive functioning impairments in autism spectrum disorder1
Published in International Journal of Developmental Disabilities, 2018
Maggie McGonigle-Chalmers, Fiona McCrohan
Whilst pointing the way towards the need for more research on self-organization skills in individuals with ASD, enlarging the sample size in a future study would permit more rigorous comparisons across low and high performing sub-groups. As for verbal IQ, this is a measure is as likely to confound than clarify the findings, for reasons to do with heterogeneity of language onset within ASD populations (Alderson-Day 2011). There is also a lack of any evidence that verbal IQ impacts directly on executive performance (Joseph et al.2005). But the role of language is nevertheless an important area of research pointing to a possible role of verbal mediation or inner speech in nonverbal executive tasks (Whitehouse et al.2006). This possibility that has been suggested by Joseph et al. (2005) in relation to finding impaired performance by children with autism on a SOPT task involving nameable stimuli. This could be explicitly tested using SOPT or a task such as our own, using dedicated methods such as articulatory suppression (Wallace et al.2009).