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Procedural-Memory, Working-Memory, and Declarative-Memory Skills Are Each Associated With Dimensional Integration in

Carolyn Quam1,2,3, Alisa Wang2, W Todd Maddox4

  • 1Department of Speech and Hearing Sciences, Portland State University, Portland, OR, United States.

Frontiers in Psychology
|October 19, 2018
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Summary
This summary is machine-generated.

Procedural memory supports implicit learning of novel sound categories, especially with extended training. Working memory also plays a role in this complex auditory learning process.

Keywords:
cognitionindividual differenceslanguage acquisitionmemoryspeech-sound learning

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Speech Perception

Background:

  • Implicit learning and memory systems are crucial for acquiring new skills.
  • Information-integration category learning often relies on implicit processes.
  • Understanding the interplay of different memory systems in auditory learning is key.

Purpose of the Study:

  • To investigate the roles of procedural, declarative, and working memory in learning novel sound categories.
  • To examine how different memory systems contribute to dimensional integration in auditory learning.
  • To test the hypothesis that procedural memory is essential for implicit sound-category learning.

Main Methods:

  • Participants completed a sound-categorization task involving vowel quality and pitch.
  • Procedural memory was assessed using a serial-reaction-time task.
  • Declarative and working memory were measured using established psychometric tests.
  • Two experiments varied training duration and focus to elicit different learning strategies.

Main Results:

  • Experiment 1 showed declarative memory's contribution to initial learning.
  • Experiment 2, with extended training, revealed procedural memory's role and unexpected working memory effects.
  • Learning outcomes shifted from declarative to procedural and working memory involvement with increased training.

Conclusions:

  • Procedural memory is critical for implicit sound-category learning, particularly with sufficient training.
  • Working memory emerges as a significant factor in complex auditory learning.
  • Findings support a multiple-systems model where memory systems interact to facilitate learning and strategy transfer.