Working Memory, Phonological Loop, Articulatory Suppression

How Does Working Memory, Phonological Loop, Articulatory Suppression Affect our
Recalling Memory

Adrian Angelico E. Guleng

University of Rizal System
Taytay, Campus

Working Memory, Phonological Loop, Articulatory Suppression

Abstract

This conducted research is able to study the articulatory, phonological loop and cooking
memory on the sample word that have given to the participant. This study is able to find out
which of these concept really affect our recalling memory.
Participants received two task written on a bond paper. The first task shown to the
participants has ten different words that were able to read it loud, after reading the ten different
words in task 1 the presented copy are going to take away from the participant and giving a time
to recall the word that I have given to them. Participant can capable to recite the word by serial
recall or free recall. And the procedure in the task two are same as on the task one but when the
participant recall the words the need to add three the before saying the recalling word.
Humans are extremely good at recognizing words. When a word is presented, more
letters must be processed before the word can be detected. In the experiment task 2 use a lot of
time recalling the words than task 1 and participants are harder to recall the words in task 2.
Because task 2 use a 3 times the on every recalling words.

Keyword: working memory, phonological loop, articulatory suppression

Working Memory, Phonological Loop, Articulatory Suppression

Introduction
In the 1970s, Jerry Fodor (1973) popularized the concept of the modularity of mind. He
argued that the mind has distinct modules, or special purpose system, to deal with linguistic and
possibly, other kinds of information. Modularity implies that the process that are used in one
domain of processing such as the linguistic (Fodor 1973) or the perceptual domain (Marr, 1982),
operate independently of process in other domain, such as perception or language, apply in many
other domain as well. Modular approaches are useful in studying some cognitive phenomena,
such as language.
The phonological loop briefly holds inner speech for verbal comprehension and for
acoustic rehearsal. We use phonological loop for a number of everyday tasks, including sounding
at new and difficult words and solving word problems.
In articulatory suppression it is a method requiring the participant to perform a distracting
verbal look, such as counting or naming, during the retention period of a memory test. Inhibits
the uses of sub vocal rehearsal. Whereas the phonological similarly effect decreases accuracy
because of the rehearsal process, rendering working memory unable to retain relevant
phonological information.

Working Memory, Phonological Loop, Articulatory Suppression

Methodology
Subject(s):
Aiza

Venice

Gladys

Reymar

Pauline

Catherine

Josephine

Nica

Mark

Kharmela

Participant
The participant for this research were college students from University of Rizal System
Taytay Campus. All of the participants are taking up Bachelor of Science in Psychology, three of
them are second year and seven of them are third Year College a total of ten sample participant.
The participant age are ranges from 18 to 21 years old and no one of them has a deficiency on
auditory and visual that might affect on the study.
Materials
I present from the participant a two list of words which contain each list a ten words. The
word from the list 1 are: Dishwasher, Hummingbird, Engineering, Hospital Homelessness and
reasoning. And the words from list 2 are: Automobile, Apartment, Basketball, Gymnasium,
Working Memory, Phonological Loop, Articulatory Suppression

Catholicism and Mathematics. The set of list are written from clean bond paper and separated the
task 1 from the task 2, to avoid the participant reading the another task that not yet instructed to
read.
Procedure
Participants received two task written on a bond paper. The first task shown to the
participants has ten different words that were able to read it loud, after reading the ten different
words in task 1 the presented copy are going to take away from the participant and giving a time
to recall the word that I have given to them. Participant can capable to recite the word by serial

recall or free recall. And the procedure in the task two are same as on the task one but when the
participant recall the words the need to add three the before saying the recalling word.

TASK 1

TASK 2

Dishwasher

Automobile

Hummingbird

Apartment

Engineering

Basketball

Hospital

Mathematics

Homelessness

Gymnasium

Reasoning

Catholicism

Working Memory, Phonological Loop, Articulatory Suppression

Result

PARTICIPANT
Aiza
Pauline
Gladys
Reymar
Nica

TASK 1

TASK 2

Recall
5.36 sec
06.52 (1)
06.83 sec
07.45 (1)
09.98 sec

Recall
17.27 sec
17.74 sec
11.84 sec
21.82 (1)
17.23 (3) sec

Catherine
Kharmela
Josephine
Mark
Venice

11.06 (1)
05.64
07.46
04.13 (1)
19.86 (1)

20.45 (1)
21.14 (1)
23.87 (1)
21.16 (1)
30.14

Working Memory, Phonological Loop, Articulatory Suppression

Task 1
Words

Number of Recalled Words

10
10
10
8
8
9

Words

Number of Recalled Words

10
10
9
7
8
8

Dishwasher
Hummingbird
Engineering
Hospital
Homelessness
Reasoning

Task 2

Automobile
Apartment
Basketball
Mathematics
Gymnasium
Catholicism

Working Memory, Phonological Loop, Articulatory Suppression

Discussion
The table above shows the time and the recalled words of the participant. The participant
are more often could not recall the words in the 4th and the 5th ordered in the list, and there are
more likely recall the words in the 1st and 2nd ordered on the list. When it comes from the task
that I have given to the participant, task use a lot of time recalling the words than task 1 without
using a 3 times the on the recalling word.

Related Study
Episodic Buffer
Baddeley suggests that the central executive acts more like a system which controls
attentional processes rather than as a memory store. This is unlike the phonological loop and the
visuo-spatial sketch pad, which are specialized storage systems. The central executive enables
the working memory system to selectively attend to some stimuli and ignore others.
Baddeley (1986) uses the metaphor of a company boss to describe the way in which the
central executive operates. The company boss makes decisions about which issues deserve
attention and which should be ignored. They also select strategies for dealing with problems, but
like any person in the company, the boss can only do a limited number of things at the same
time. The boss of a company will collect information from a number of different sources.

Working Memory, Phonological Loop, Articulatory Suppression

Central Executive
The central executive, the most important yet least well understood component of
Baddeley's (1986) working memory model, is postulated to be responsible for the selection,
initiation, and termination of processing routines (e.g., encoding, storing, retrieving). Baddeley
(1986, 1990) equates the central executive with the supervisory attentional system (SAS)
described by Norman and Shallice (1980) and by Shallice (1982).
Verbal Overshadowing Effect
Is the phenomenon that describing a previously seen face impairs recognition of the face.
There were three main results: First, a verbal overshadowing effect was obtained both when
subjects were provided with and when they generated a description of an earlier seen face.
Second, instructing subjects at the time of test to be aware of potentially competing memories
did not improve, and may even have worsened, recognition performance when the subjects had
generated a description of the target face. However, these instructions improved performance and
eliminated the verbal overshadowing effect when subjects were provided with someone elses
description of the target face. Third, recognition of the target face was disrupted when subjects
described a completely different face, such as their parents face or a face of the opposite sex.
The results are discussed in relation to two potential mechanisms: source confusion between
previously encoded visual and verbal representations of the face and a shift in processing of the
test faces at recognition.

Working Memory, Phonological Loop, Articulatory Suppression

Conclusion
I conclude that if the individual endeavor remembering the word, there are more likely
lessen to remember a word that they are trying to memorize. And also adding a The before
saying the recalling the word may lessen to remember and more likely to forget the word.

Reference
Journal
Laundry, P. & Bartling, C. (2011). The phonological Loop Ad Articulatory Suppression.
American Journal of psychological research.
Baddeley, A.D., Hitch, G.J. & Allen, R.J. (2009). Working Memory and binding in sentence
recall. Journal of Memory and Language. 61, 438-456

Website

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https://coglab.cengage.com/labs/word_superiority.shtml
Working Memory, Phonological Loop, Articulatory Suppression

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https://en.wikipedia.org/wiki/Task_switching_(psychology)
http://www.researchgate.net/publication/228374081_Articulatory_suppression_in_language_inte
rpretation_Working_memory_capacity_dual_tasking_and_word_knowledge