TL;DR: This article explored the hypothesis that immediate memory span is not constant, but varies with the length of the words to be recalled, finding that words of short temporal duration are better recalled than words of long duration.
TL;DR: The role of neurological noise in recall is discussed in relation to these results as discussed by the authors, and it is further argued that information theory is inadequate to explain the memory span, since the nature of the stimulus set, which can be defined quantitatively, as well as the information per item, is likely to be a determining factor.
Abstract: Sequences of 6 letters of the alphabet were visually presented for immediate recall to 387 subjects. Errors showed a systematic relationship to original stimuli. This is held to meet a requirement of the decay theory of immediate memory.
The same letter vocabulary was used in a test in which subjects were required to identify the letters spoken against a white noise background. A highly significant correlation was found between letters which confused in the listening test, and letters which confused in recall.
The role of neurological noise in recall is discussed in relation to these results. It is further argued that information theory is inadequate to explain the memory span, since the nature of the stimulus set, which can be defined quantitatively, as well as the information per item, is likely to be a determining factor.
TL;DR: A large and significant effect of acoustic similarity was shown on short-term memory of sequences of words which had a similar letter structure but were pronounced differently, with acoustically similar but formally dissimilar words and with control sequences.
Abstract: Experiment I studied short-term memory (STM) for auditorily presented five word sequences as a function of acoustic and semantic similarity. There was a large adverse effect of acoustic similarity ...
TL;DR: In this article, a linear function related recall to speech rate for items of differing spoken durations was described which demonstrate a long-term memory contribution to memory span, and the span was lower for nonwords than words, but learning the English translations of these words increased subjects' memory span for them.