THE DEVELOPMENT OF MEMORY FOR SPEECH

这是一个研究言语及其相关的短时记忆的建议。 童年的发展。 这项研究的前提是， 对言语记忆的分析性理解需要区分 自动发生的被动过程（例如，听觉感官和 语音记忆及其衰退）和活动过程， 启动和/或执行，只有至少有一些最低限度的分配， 注意（例如，言语的细心编码;显性的或隐性的 发音）。 研究的主要目的是理清这些类型 并确定每一种记忆力是如何发展的。 为此，委员会建议， 有三个具体目标：（1）检查发展变化， 听觉记忆衰退的速度;（2）检查发育变化， 如果所述话语被 在其呈现时被忽略（例如，项目变更 保留，保留多长时间，或者用什么形式的编码， （3）确定被动的、听觉的 语音记忆衰退与活跃的发音过程， 即时记忆任务及其发展。 针对这些目标的研究是基于不同的方法。 在 听觉记忆衰退的检查，受试者比较两组略有不同 不同的声音被不同的间隔隔开，在此期间， 第一个声音可以衰减。 在对被忽视的言语的检查中，受试者 就是忽略单音节的口语， 处理视觉材料。 偶尔，会有一个提示， 受干扰的视觉任务，并确定一个或多个最 最近被忽视的音节。 最后，被动语态的考查 衰减和主动处理涉及一个即时的，串行的记忆任务， 在被召回名单和召回时间之间的延迟， 每一项都被测量并与语言记忆衰退的量相关， 发生了。 在这三个程序中，都强调测试 不同年龄的受试者在相似的表现水平， 可以比较遗忘率。 很明显，记忆的听觉和语音质量， 言语在很大程度上受到与语言有关各种因素的影响 残疾，但很少有人知道有关的记忆机制或 他们的正常发展。 目前的研究有助于填补这些空白。

This is a proposal to examine short-term memory for speech and its development in childhood. The research is based on the premise that an analytic understanding of memory for speech requires a distinction between passive processes that occur automatically (e.g., auditory sensory and phonological memories and their decay) and active processes that can be initiated and/or carried out only with at least some minimal allocation of attention (e.g., attentive encoding of speech; overt or covert articulation). The main goal of the research is to disentangle these types of memory faculty and to determine how each of them develops. To this end, there are three specific aims: (1) To examine developmental changes in the rate of auditory memory decay; (2) To examine developmental changes in how spoken utterances are temporarily retained if the utterances are ignored at the time of their presentation (e.g., changes in which items are retained, for how long they are retained, or with what forms of coding they are retained); and (3) To determine the contributions of passive, auditory and phonological memory decay vs. active, articulatory processes in immediate memory tasks and their development. Research addressing each of these aims is based on a different method. In the examination of auditory memory decay, subjects compare two slightly different sounds separated by a variable interval during which memory of the first sound can decay. In the examination of ignored speech, subjects are to ignore monosyllabic, spoken words while engaging in the silent processing of visual materials. Occasionally, there is a cue for the subject to interrupt the visual task and identify one or more of the most recent syllables that had been ignored. Last, the examination of passive decay and active processing involves an immediate, serial memory task in which the delay between the to-be-recalled list and the time of recall of each item is measured and related to the amount of speech memory decay that occurred. In all three procedures, there is an emphasis on testing subjects of different ages at similar levels of performance so that forgetting rates can be compared. It is clear that memory of the auditory and phonological qualities of speech are affected in important ways by a wide range of language-related disabilities, but little is known about the memory mechanisms involved or their normal development. The present research helps to fill these gaps.