title: Phonological similarity effects in simple and complex span tasks.
abstract: Three experiments were conducted to examine the effect of phonological similarity in simple and complex memory span tasks. In Experiment 1, participants performed either a simple or a complex span task, and the memoranda within lists were either phonologically similar or distinct. Phonologically similar lists consisted of words that rhymed.The simple span task was word span. There were two complex span tasks; one was the original reading span task, and the other was a variant of reading span in which all the sentences within a list were contextually related. The classic phonological similarity decrement was observed in word span. In contrast, phonological similarity facilitation was observed in both versions of reading span. This facilitation effect was further investigated in Experiment 2 using two new versions of reading span. In Experiment 2, the sentences in reading span were either short or long, and the memoranda were presented separately from, and were unrelated to, the sentences. Again, words within phonologically similar lists rhymed, and again, facilitation was observed. In Experiment 3, phonological similarity was operationalized in terms of feature overlap, rather than rhyme. The classic phonological similarity decrement was still observed in word span, but facilitation was not observed in complex span. The results suggest that phonological similarity, when operationalized using words that rhyme, serves as a list retrieval cue and that complex span tasks are more dependent on cue-driven memory retrieval mechanisms than are simple span tasks.
authors.affiliation: Department of Psychology, Princeton University, Green Hall, Princeton, NJ 08540, USA.
authors.forename: Brooke N
authors.initials: BN
authors.lastname: Macnamara
authors.forename: Adam B
authors.initials: AB
authors.lastname: Moore
authors.forename: Andrew R A
authors.initials: AR
authors.lastname: Conway
mesh_terms: D000328:Adult; D003463:Cues; D006801:Humans; D007858:Learning; D008570:Memory, Short-Term; D011939:Mental Recall; D010700:Phonetics; D011578:Psycholinguistics / Q000379:methods; D011932:Reading; D055815:Young Adult