Abstract
Three experiments investigated the contribution of phonological short-term memory (STM) to grammar learning by manipulating rehearsal during study of an auditory artificial grammar made up from a vocabulary of spoken Mandarin syllables. Experiment 1 showed that concurrent, irrelevant articulation impaired grammar learning compared with a nonverbal control task. Experiment 2 replicated and extended this finding, showing that repeating the grammatical strings at study improved grammar learning compared with suppressing rehearsal or remaining silent during learning. Experiment 3 found no effects of rehearsal on grammar learning once participants had learned the component syllables. The findings suggest that phonological STM aids artificial grammar learning via effects on vocabulary learning.
Original language | English |
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Pages (from-to) | 960-974 |
Number of pages | 0 |
Journal | Q J Exp Psychol (Hove) |
Volume | 64 |
Issue number | 5 |
DOIs | |
Publication status | Published - May 2011 |
Keywords
- Acoustic Stimulation
- Female
- Humans
- Linguistics
- Male
- Memory
- Short-Term
- Paired-Associate Learning
- Phonetics
- Students
- Transfer
- Psychology
- Universities
- Verbal Learning
- Vocabulary