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Temporal representation in the brain has been recently acknowledged as a fundamental mechanism underlying short-term memory (STM). Nonetheless, the existing body of research presents conflicting results on the extent of this relationship. Some studies propose that rhythmic disruption adversely affects perception and comprehension, and regular rhythm has been associated with the facilitative impact on STM tasks, while others suggest that its influence on STM tasks might not be as substantial. This thesis delves into rhythmic irregularity's impact on STM, particularly when an internally established rhythm is disrupted. Through two verbal STM tasks – the jabberwocky memory task and the Urdu memory task – conducted with thirty participants (31 females), involving the repetition of sentences in native English or foreign Urdu, this experiment investigates whether manipulating the speed of target sentences in relation to prime phrases affects the accuracy of sentence repetition in the assigned tasks. Our hypothesis posited that STM for sentences presented at altered speeds, either slower or faster, would be compromised compared to sentences at a normal pace. However, the outcomes of our study did not reveal any significant differences in repetition accuracy across the three speed conditions within the two STM tasks. Interestingly, our investigation uncovers two noteworthy findings. Firstly, variations in repetition accuracy among the three speed conditions appear to be influenced by participants' bilingual or multilingual backgrounds. Bilingual and multilingual individuals exhibited better performance under slow speed conditions at the syllable level, while monolingual participants displayed enhanced recall accuracy for whole words in the normal speed condition. Secondly, a discrepancy emerges between participants' self-perceived performance across the three speech conditions and their actual performance. These findings emphasize the potential roles of linguistic background and metacognition in shaping both temporal representation and STM performance, thereby prompting further exploration of these intricate interactions. / Thesis / Master of Science (MSc) / Our ability to remember spoken language, or phonological content, is closely tied to how we perceive its rhythm and timing. When we hear speech, our brain processes not just the words but also the temporal structure of the context. This temporal organization helps to retain spoken information, and our ability to remember speech in turn predicts how well we can learn new words in a foreign language. This suggests that the rhythmic patterns of words and their sentence contexts might play a crucial role in how we organize and remember linguistic content. The brain’s rhythms naturally synchronize with the rhythms of speech, influencing comprehension. However, when this synchronization is disrupted – for instance, when a speaker changes their pace suddenly – comprehension may be impeded. On the other hand, while studies have shown that memory for digits is not affected by their presentations at different rhythmic regularities, the way the brain processes disruption of internally driven rhythms might differ from how it processes externally driven rhythms. This thesis explores these rhythmic influences on memory by conducting tasks involving repeating sentences in native English and the foreign Urdu language to see how sudden changes in rhythm impact memory. This sheds light on the mechanisms by which the brain handles different time-related aspects of language and how this affects the memory retention, which ultimately shapes language skills and learning abilities.

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The study of bilingualism and working memory is a relatively new area in the United States. It is important to conduct research on bilingualism in order to prepare our educators, parents, speech pathologists and businesses to accommodate the rising bilingual population. This study compares the working memory span of three groups: French-English bilinguals, English speakers learning French, and English monolinguals. Working memory is the short-term storage of information that is processed in a variety of cognitive tasks including language comprehension (Baddeley, 1986). According to some theories, bilinguals have weaker working memory than monolinguals (Service, et al, 2002); however I would like to challenge that theory with a unique method to test working memory. Therefore, the premise of this study is that people beginning to learn a second language may have cognitive deficit in working memory, and, as they reach a higher proficiency of the second language, their working memory will strengthen to accommodate both languages. The main hypothesis of the study is the working memory span of the true bilinguals will be significantly higher than monolinguals and second language learners. Fifty-nine participants were tested by this unique method of measuring ones working memory span. French and English word lists appeared on the computer screen and were spoken through the computer speakers -- each word was presented one at a time for one second. After all the words from each list were presented, participants recalled all the words they remembered by writing them down or saying them into a recorder. The amount of words recalled correctly was recorded as working memory span. The results were analyzed using a repeated measures analysis on the factors of the method of presentation, recall, language and condition. The results from this experiment allow me to conclude that there is correlation between working memory and bilingualism. The bilingual group recalled significantly more words than the French learners and monolinguals. Therefore, the conclusion can be drawn that bilinguals have the largest working memory store. The French learners had a smaller working memory span in French than in English. The success of the working memory span tests depended on expertise in the language as the monolinguals did not recall the French lists as well as the other groups. Additional analyses were done on the methods of presentation and recall which yielded significant results. It is one-step closer to understanding a bilingual mind.

The irrelevant speech effect states that speech in the background during a recall task will cause disruption in memory because the irrelevant verbal input interferes with the relevant task at hand. The current experiment was designed to test whether background music impedes memory in a manner akin to the way that irrelevant speech does. In theory, music should only impede memory if it occupies the same facilities as the verbal task. Therefore, the music in the background of a verbal task would be more distracting to those with musical proficiency because they are hypothesized to process music linguistically. Furthermore, it was hypothesized that irrelevant speech in the background would be as distracting as the music to the musicians but more distracting than the music to non-musicians. Although hypotheses were not supported, an overall effect of musical ability was demonstrated such that high-musical ability participants seem to have an overall advantage on all verbal tasks.

The Aronson Shopping List is a short-term memory test which integrates current knowledge of brain-behavior relationships in assessment. The test was designed to detect deficiency in fluid intelligence. The goal of this study was to standardize the test on an elderly population. The sample was composed of 67 males and females whose ages ranged from 62 to 89 years. It was found that recent stressful events did not account for variation of performance on the ASL. The reliability of the test, established by means of a test and alternate form retest procedure, was found to be .70 after an average of eleven months. Percentiles are presented indicating performance comparisons. Further experimentation would be needed to establish whether the test would be useful to designate organic brain pathology.