![]() The idea is that although the specific language one initially learns is dependent on one's culture, all languages are learned through the activation of universal "language modules" that are present in each of us. There has been a great amount of exploration on the evolutionary basis of universal grammar. Evolutionary psychologists suggest that the development of subvocalization is related to modular aspects of the brain. The little known is predominantly about language acquisition and memory. The exploration into the evolutionary background of subvocalization is currently very limited. Through the use of electrodes and nanocircuitry, synthetic telepathy could be achieved allowing people to communicate silently. Subvocal recognition involves monitoring actual movements of the tongue and vocal cords that can be interpreted by electromagnetic sensors. Techniques for subvocalization interference may also include counting, chewing or locking one's jaw while placing the tongue on the roof of one's mouth. Instead of repeating an irrelevant word, shadowing requires participants to listen to a list of words and to repeat those words as fast as possible while completing a separate task being studied by experimenters. Shadowing is conceptually similar to concurrent speaking tasks. This ensures that the difference in performance between the two groups is in fact due to subvocalization disturbances and not due to considerations such as task difficulty or a divide in attention. The participants in the non-interference comparison group usually also complete a different, yet equally distracting task that does not involve the articulator muscles (i.e. If performance on the activity is significantly less for those in the concurrent speaking task group than for those in the non-interference group, subvocalization is believed to play a role in the mental processing of that activity. Participants who had undergone the concurrent speaking task are often compared to other participants of the study who had completed the same activity without subvocalization interference. Subvocalization, therefore, cannot be used in the mental processing of the activity being studied. Speaking the repeated irrelevant word is thought to preoccupy the articulators used in subvocalization. ![]() For example, one may be asked to read a paragraph while reciting the word "cola" over and over again. In concurrent speaking tasks, participants of a study are asked to complete an activity specific to the experiment while simultaneously repeating an irrelevant word. The EMG recordings allows one to monitor and ideally reduce subvocalization. In the case of suppression training, the trainee is shown their own EMG recordings while attempting to decrease the movement of the articulatory muscles. Greater electrical activity suggests a stronger use of subvocalization. EMG is used to record the electrical activity produced by the articulatory muscles involved in subvocalization. ĮMG can be used to show the degree to which one is subvocalizing or to train subvocalization suppression. Subvocalization is commonly studied using electromyography (EMG) recordings, concurrent speaking tasks, shadowing, and other techniques. After failed attempts trying to reduce silent speech in study participants, in 1952, it came to the conclusion that silent speech is a developmental activity which reinforces learning and should not be disrupted during development. He concluded that newer techniques are needed to accurately record information and that efforts should be made to understand this phenomenon instead of eliminating it. In 1950 Edfelt reached a breakthrough when he created an electrically powered instrument that can record movement. Only in 1899 did an experiment take place to record movement of the larynx through silent reading by a researcher named Curtis, who concluded that silent reading was the only mental activity that created considerable movement of the larynx. Subvocalization has been considered as far back as 1868.
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