THE DEVELOPMENT OF MEMORY FOR SPEECH

这是一项研究语音的短期记忆及其功能的建议 儿童时期的发展。这项研究是基于这样一个前提： 对语音记忆的分析性理解需要区分 自动发生的被动过程(例如，听觉感觉和 语音记忆及其衰变)和活动过程 仅在至少有一些最低限度的分配的情况下启动和/或执行 注意力(例如，对语音的专心编码；公开的或隐蔽的 发音)。研究的主要目标是理清这些类型 并确定每一个记忆能力是如何发展的。为此， 有三个具体目标：(1)考察中国的发展变化 听觉记忆衰减率；(2)检查大脑发育变化 如何临时保留所说的话语 在其呈现时被忽略(例如，在哪些项目被 保留、保留多长时间或使用什么形式的编码 被保留)；以及(3)确定被动的、听觉的 语音记忆衰退与活跃的发音过程 即刻记忆任务及其发展。 针对这些目标的研究都是基于不同的方法。在……里面 在检查听觉记忆衰退时，受试者将两项稍作比较 不同的声音由可变的间隔分开，在此期间记忆 第一个声音可能会衰减。在对被忽视言语的考察中，受试者 是忽略单音节的、有声的词，而不是沉默寡言 视觉材料的加工。偶尔，会有一个提示 受制于中断视觉任务并识别最多 最近被忽视的音节。最后，对被动语态的考察 衰减和主动处理涉及一个即时的、连续的内存任务 待召回名单与召回时间之间的延迟 每一项都被测量并与语音记忆衰减量相关， 发生了。在所有这三个程序中，都强调测试 不同年龄的受试者在相似的表现水平上 健忘率是可以比较的。 很明显，记忆的听觉和音质的 言语在很大程度上受到与语言有关的各种因素的影响 残疾，但对所涉及的记忆机制或 他们的正常发育。本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.