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Self-retrieval and articulatory retention
Journal of Speech and Hearing Research
|September 1, 1975
Summary
Training elementary students in self-retrieval or imitation did not affect articulatory recall retention. However, imitative responses showed better long-term recall than self-retrieval responses.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Speech and Language Acquisition
Background:
- Understanding how different training methods impact memory and recall in children is crucial for educational strategies.
- Articulatory recall, the ability to reproduce speech sounds, is a fundamental aspect of language development.
Purpose of the Study:
- To investigate the effect of self-retrieval training versus imitation training on the articulatory recall of elementary school children.
- To compare the retention of practiced syllables over one-day and five-day intervals based on the training condition.
Main Methods:
- Elementary school children were divided into two groups: one trained through imitation and the other through self-retrieval.
- Participants practiced specific syllables (/ciks/, /colt/) under their assigned training condition.
- Articulatory recall was assessed at one-day and five-day intervals to measure retention.
Main Results:
- No significant difference in retention was found between self-retrieval and imitation training groups over either time interval.
- Imitative responses demonstrated significantly better retention over time compared to self-retrieval responses.
- Overall, imitative responses were consistently higher than self-retrieval responses, irrespective of the initial acquisition training.
Conclusions:
- While initial training type did not influence long-term retention, imitation appears to be a more robust method for maintaining articulatory recall.
- These findings suggest that pedagogical approaches emphasizing imitation may be more effective for solidifying speech sound memory in young learners.