Document Type

Thesis

Date of Degree Completion

Fall 2024

Degree Name

Bachelor of Science

Committee Chair

Dr. Tonya Buchanan

Second Committee Member

Dr. Christina Denison

Abstract

With this capstone I examine the impact of verbal interference on attention and memory, particularly in the absence of explicit articulation. Challenging the conventional view that language solely influences explicit communication, I investigate the manner verbal interference affects cognitive processes at an implicit level. The theoretical framework integrates the linguistic-relativity hypothesis, which posits that language shapes cognitive functions, and the universalist hypothesis, which argues for cognitive independence from language. By reviewing relevant literature, I intend to shed light on how verbal interference disrupts attention and memory across varied contexts, including cultural background, emotional state, environmental factors, task complexity, and modality. Foundational studies by Baddeley and colleagues (Baddeley, 2003; Baddeley & Hitch, 1994; Baddeley et al., 1998) on the phonological loop and articulatory suppression provide a cornerstone for understanding how components of verbal interference influence cognitive processes of working memory and memory accuracy. This theoretical framework serves as the path for exploring the various cross-cultural and linguistic influences outlined in studies conducted by Fausey and Boroditsky (2011) and Papafragou et al. (2008), exploring how language structure and cultural background shape memory recall and attentional focus. Additionally, studies on attentional modulation in perception and memory (Connell & Lynott, 2012) illustrate how factors like task demands and context can impact cognitive processing during verbal interference. Literature on environmental and contextual influences, such as the role of spatial memory (Chun & Jiang, 2003), further reveals how verbal interference interacts with attention in complex tasks. Articulatory suppression, defined as the repetition of irrelevant syllables during tasks, is assessed here for its impact on memory accuracy within the working memory’s phonological loop. The findings indicate that verbal interference significantly impairs tasks involving phonological processing, while its effect on semantic and conceptual processing is more nuanced. Additionally, I highlight the importance of language adaptation in cross-linguistic event perception, revealing how different languages shape attention and memory recall. These insights suggest that reducing verbal interference in educational settings could optimize cognitive resource allocation, potentially enhancing learning outcomes and memory retention.

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