Auditory priming in elderly adults: impairment of voice-specific implicit memory.

Previous research has shown that elderly adults often exhibit intact priming effects on visual implicit memory tests, but little is known about auditory priming and ageing. We examined priming effects on auditory stem-completion and filter identification tasks in older and younger adults. Young subjects showed more priming when speaker's voice was the same as study and test than when it differed, but elderly subjects failed to exhibit this voice-specific priming effect in each of five experiments. The elderly did, however, show robust nonspecific priming. We attempt to rule out hearing deficit accounts of the priming impairment and consider alternative theoretical interpretations of the effect.

Perceptual specificity of auditory priming: implicit memory for voice intonation and fundamental frequency.

Five experiments explored the effect of acoustic changes between study and test on implicit and explicit memory for spoken words. Study-test changes in the speaker's voice, intonation, and fundamental frequency produced significant impairments of auditory priming on implicit tests of auditory identification and stem completion but had little or no effect on explicit recall and recognition tests (Experiments 1-4). However, study-test changes in overall decibel level had no effect on priming on an auditory stem-completion test or on cued-recall performance (Experiment 5). The results are consistent with the idea that fundamental frequency information is represented in a perceptual representation system that plays an important role in auditory priming.

Auditory priming: implicit and explicit memory for words and voices.

Five experiments explore priming effects on auditory identification and completion tasks as a function of semantic and nonsemantic encoding tasks and whether speaker's voice is same or different at study and test. Auditory priming was either unaffected by the study task manipulation (Experiments 2, 4, and 5) or was less affected than was explicit memory (Experiments 1 and 3). Study-to-test changes of speaker's voice had nonsignificant effects on priming when white noise masked target items on the identification test (Experiments 1 and 2) or the stem-completion test (Experiment 5). However, significant voice change effects were observed on priming of completion performance when stems were spoken clearly (Experiments 3 and 4). Results are consistent with the idea that a presemantic auditory perceptual representation system plays an important role in the observed priming. Alternative explanations of the presence or absence of voice change effects under different task conditions are considered.