Disruption of memory for lip-read lists by irrelevant speech: Further support for the changing state hypothesis

Jones, Dylan Marc ORCID: https://orcid.org/0000-0001-8783-5542 1994. Disruption of memory for lip-read lists by irrelevant speech: Further support for the changing state hypothesis. Quarterly Journal of Experimental Psychology. Section A: Human Experimental Psychology 47 (1) , pp. 143-160. 10.1080/14640749408401147

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Abstract

Two experiments critically re-examine the finding of Campbell and Dodd (1984, Experiment 2), which suggests that irrelevant speech disrupts the encoding of visual material for serial recall. Support is sought for the competing view that the effect of irrelevant speech is on storage by comparing the effect of a range of acoustic conditions on memory for graphic and lip-read lists. Initially, serial short-term recall of visually presented lists was examined with irrelevant speech that was both asynchronous with the visually presented items and of varied speech content (Experiment 1a). In this experiment substantial impairments in recall of both graphic and lip-read lists were found. However, with unvarying asynchronous speech (Experiment 1b) the effect of speech was small and non-significant. Experiment 2 examined the effect of changing state and of synchrony of speech with lip movements. When conditions of synchronous and asynchronous unvarying speech were contrasted, no significant effect of synchrony or irrelevant speech was found (Experiment 2a and 2c). In contrast, when the speech was varying in content, a strong effect of irrelevant speech was found; moreover, the effect was roughly the same for synchronous and asynchronous materials (Experiment 2b). The contrast in outcome with varying and unvarying speech provides strong support for the “changing state” model of the irrelevant speech effect. Coupled with the absence of an effect of synchrony in Experiment 2, these experiments reinforce the view that disruption by irrelevant speech occurs in memory, not at encoding.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Publisher:	Taylor & Francis
ISSN:	0272-4987
Last Modified:	24 Oct 2022 10:25
URI:	https://orca.cardiff.ac.uk/id/eprint/44362

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