THE DEVELOPMENT OF MEMORY FOR SPEECH

这是一个关于继续执行 语音记忆过程的发展。 目前供资 该项目是一个新的研究者研究奖（6/1/84 - 5/31/87， 并要求将无费用延长至12/31/87）。 到目前为止， 实验表明，学龄前儿童 持续大约10到15秒的语言记忆形式。 这似乎是一种“结构性”的语言记忆形式， 这意味着它只依赖于神经结构， 假设不取决于主题的分配 注意力或记忆策略。 本提案涉及两个重要目标。 1)首先，儿童言语记忆的特点是： 有待进一步澄清。 如果是听觉感官记忆， 来自后刺激后缀的干扰量应取决于 基于列表和后缀之间的声学相似性。 还有如果 记忆是独立于受试者的注意力的， 应该是可能的，即使语音是无人值守。 （二） 此外，还介绍了建筑结构的发展历程， 记忆的组成部分是要检查的。 可比 为不同年龄的受试者设计了任务， 发展变化和试点数据的报告。 识别任务为记忆提供了敏感的指标， 学龄前儿童的语言 然而，成年人被证明 参与主动语音编码，减少对 记忆的结构形式。 评论家们 1986年7月1日提交的提案批准了延期，并说， 已经取得了很大的进展，但他们认为， 需要在进一步研究的计划，以获得 可以澄清发展过程的程序 记忆中的结构成分。 重新提交 该建议受到鼓励。 作为回应， 在成年人中证明成功的，现在已经适应了 发展研究 这项研究依赖于两个基本程序， 12岁和成人：1）刺激后缀程序，和2） 新的程序来检查无人值守的语言记忆。 的 研究具有重要的理论意义和现实意义。 从理论上讲，记忆的结构成分的知识 最终需要确定 大脑和行为 实际上，这是相当重要的 为了理解言语记忆的时间限制， 因为孩子们显然需要这种形式的语言记忆 学习和交流。

This is a revised continuation proposal for a project on the development of speech memory processes. The currently funded project is a New Investigator Research Award (6/1/84 - 5/31/87, with a requested no-cost extension to 12/31/87). So far, a number of experiments have demonstrated that preschool children have a form of memory for speech that lasts approximately 10 to 15 sec. This appears to be a "structural" form of memory for speech, meaning that it depends only upon neural structures and presumably does not depend upon the subject's allocation of attention or mnemonic strategies. There are two important goals addressed in the present proposal. 1) First, the characteristics of memory for speech in children are to be further clarified. If it is an auditory sensory memory, the amount of interference from a poststimulus suffix should depend upon the acoustic similarity between the list and suffix. Also, if the memory is independent of the subject's attention, then recall should be possible even if the speech sounds are unattended. 2) Additionally, the developmental course of the structural components of memory for speech is to be examined. Comparable tasks for subjects of different ages are devised to examine developmental change, and pilot data are reported. Recognition tasks have provided sensitive indexes of memory for speech in preschool children. However, adults were shown to engage in active speech coding that reduced their reliance on structural forms of memory in these tasks. The reviewers of the proposal submitted 7/1/86 approved the renewal and said that excellent progress has been made, but they felt that revisions were needed in the plans for further research in order to obtain procedures that can clarify the developmental course of structural components in memory for speech. Resubmission of the proposal was encouraged. In response, procedures that have proven successful in adults now have been adapted for developmental research. The research relies upon two basic procedures with children 4 to 12 years old and adults: 1) the stimulus suffix procedure, and 2) a new procedure to examine memory for unattended speech. The research has both theoretical and practical significance. Theoretically, knowledge of the structural components of memory is necessary eventually to determine the relation between the brain and behavior. Practically, it is of considerable importance to understand the temporal limitations of memory for speech, because children clearly need this form of memory for language learning and communication.