![]() For example, one may be asked to read a paragraph while reciting the word "cola" over and over again. In concurrent speaking tasks, participants of a study are asked to complete an activity specific to the experiment while simultaneously repeating an irrelevant word. The EMG recordings allows one to monitor and ideally reduce subvocalization. In the case of suppression training, the trainee is shown their own EMG recordings while attempting to decrease the movement of the articulatory muscles. Greater electrical activity suggests a stronger use of subvocalization. EMG is used to record the electrical activity produced by the articulatory muscles involved in subvocalization. ĮMG can be used to show the degree to which one is subvocalizing or to train subvocalization suppression. Subvocalization is commonly studied using electromyography (EMG) recordings, concurrent speaking tasks, shadowing, and other techniques. After failed attempts trying to reduce silent speech in study participants, in 1952, it came to the conclusion that silent speech is a developmental activity which reinforces learning and should not be disrupted during development, in 1960 Edeflt seconded this opinion. He concluded that newer techniques are needed to accurately record information and that efforts should be made to understand this phenomenon instead of eliminating it. In 1950 Edfelt reached a breakthrough when he created an electrically powered instrument that can record movement. Only in 1899 did an experiment take place to record movement of the larynx through silent reading by a researcher named Curtis, who concluded that silent reading was the only mental activity that created considerable movement of the larynx. Subvocalization has been considered as far back as 1868. 5.1 The phonological loop and rehearsal.5 Role of subvocalization in memory processes.4 Associated brain structures and processes.2 Techniques for studying subvocalization.Mental imagery in associative learning and memory. Journal of Experimental Psychology, 1969, 79, 327–335. Stimulus structure, cognitive structure, and the perception of letter arrays. Effect of position and typeface variation on perceptual clarity. ![]() Leibovic (Ed.), Information processing in the nervous system. Repetition, visual persistence, visual noise, and information processing. Wather-Dunn (Ed.), Symposium on models for the perception of speech and visual form, Cambridge: M.I.T. Repetition as a determinant of perceptual recognition processes. Journal of Experimental Psychology, 1965, 69, 282–286. Effect of prior knowledge of the stimulus on word-recognition processes. Quarterly Journal of Experimental Psychology, 1967, 19, 289–299. The suppression of visualization by reading. These results were taken to support a model of perceptual recognition offered by Haber (1969).īROOKS, L. Thus, prior knowle ge apparently does not affect perceptual clarity directly but only by permitting visual and auditory imagery to occur during presentation. Prior knowledge alone was not different from no prior knowledge, and both of these conditions fell between the other two sets of conditions. The greatest clarity occurred when S imagined (in either manner) the letter being presented and the least when he imagined a different letter. The results showed that clarity increased over the five repetitions for all six conditions at the same rate. Exposures were set just above threshold, so that on the first flash, only minimal clarity was achieved. The sixth condition provided no prior knowledge of the letter to be flashed. In five of them, S was told the letter before the first flash and then asked to visualize it during the flashes, to subvocalize it, to visualize another letter falso told to him), to subvocalize another letter, or to do nothing. ![]() To determine the effect of various kinds of internal representations of a stimulus upon its perceived clarity, six Ss were shown five flashes of single letters under each of six conditions.
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