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2AC: AT: Speed Kritik

1. Turn: spreading boosts short term memory, key to education and everyday lifePsychology Today October 1992 (report of the results of the Raine et al study)

"If friends criticize you for talking too fast, at least they can't also accuseyou of having a bad memory. Speech rate is a strong index of shortterm memory span... 'Therefore, the faster you can talk, the greater your

short-term memory,' says Adrian Raine, PhD, a University of SouthernCalifornia psychologist. The link has been established for adults forsome time, Raine reports in Child Development. Now, he and hiscolleagues find the correlation holds for kids as well, a finding thatpromises short-term payoff in the classroom and long-term payoff in life.Short-term memory is the power behind recall of phone numbers,directions, and other everyday tasks. It is also the foundation ofarithmetic and reading skills... That raises the possibility that speech-training may be a short-cut to achievement." (p.14)

2. How fast is too fast? Theres no bright line, my partners pretty sure im moving along way too slow now

3. Turn: Talking faster increases memory, preventing losses with age

Hulme, Charles & Mackenzie, Susie. (1992). Working Memory and SevereLearning Difficulties. Hillsdale, USA: Lawrence Erlbaum Associates. Pg 45

"These results are striking in that the same linear function relating recallto speech rate fits the results for all age groups. Subjects of differentages in this study all recalled, on average, as much as they could say inroughly 1.5 seconds. Increases in memory span with age are seen to bevery closely related to changes in speech rate with age. Thus the resultsof these different studies are remarkably clearand consistent. Thedramatic improvements in serial recall performance with increasing ageare closely and quantitatively related to changes in speech rate. In

terms of the articulatory loop theory, which gave impetus to thesestudies, the length of the loop appears to remain constant acrossdifferent ages; more material is stored in this system because it can bespoken and so rehearsed more rapidly. These results, relatingdevelopmental increases in speech rate to increases in short-termmemory efficiency, lead quite directly to a simple causal theory: Thatincreases in memory span with age depend upon increases in speechrate. Needless to say, however, such a theory is not necessitated by thefindings. The findings are essentially correlational; as children get oldertheir speech rate increases and in line with this so does their memoryperformance. It could be that both these changes depend upon someother factor. The obvious way to test this causal theory is to conduct a

training study. If short-term memory depends upon speech rate, if wecan successfully train children to speak faster, then this should,according to the theory, lead to a corresponding increase in short-termmemory. (p.45)

4. Turn: speed solves elitism: you can come from a poor background and practice an hour a day spreadinganything, newspapers or books, and youll be a better debater for it. Without speed debate would be for therich elite only.

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2AC SPEED KRITK CONTINUED (2/2)

5. Turn: expanded working memory is critical to literacy and mathHulme, Charles & Mackenzie, Susie. (1992). Working Memory and SevereLearning Difficulties. Hillsdale, USA: Lawrence Erlbaum Associates. Pg 21

"In its broadest sense, working memory refers to the use of temporarystorage mechanisms in the performance of more complex tasks. So, forexample, in order to read and understand prose, we must be able to holdincoming information in memory. This is necessary in order to computethe semantic and syntactic relationships among successive words,phrases, and sentences and so construct a coherent and meaningfulrepresentation of the meaning of the text. This temporary storage ofinformation during reading is said to depend on working memory. In thisview the ability to understand prose will depend on, among other things,the capacity of a persons working memory system. Such temporarystorage of information is obviously necessary for the performance of awide variety of other tasks apart from reading, such as mental arithmetic(Hitch, 1978) and verbal reasoning (Baddeley & Hitch, 1974)."

6. Turn: spreading increases education by allowing a discussion of more issues, if we couldnt read a bunchof answers we couldnt have a tenth the depth of a good fast round

7. Turn: Speed is critical linguistic abilitiesStine, Elizabeth L., Wingfield, Arthur, & Poon, Leonard. (1986). How muchand how fast: Rapid processing of spoken language in later adulthood.Psychology and Aging, vol. 1, no. 4, 303-311. P.303

"At a very fast rate, several things must be accomplished. The variousprocesses required to recode linguistic stimuli into meaning have beenarticulated for both spoken language (Just & Carpenter, 1980; Marslen-Wilson & Tyler, 1980) and written text (Kintsch & vanDijk, 1978; J. Miller

& Kintsch, 1980). There must be some initial phase in which thestimulus is encoded, physical features (visual or acoustic) are extracted,and lexical access is achieved (Just & Carpenter, 1980). Next, thelanguage content must be parsed into meaningful idea units in whichrelationships are determined among words (Kintsch & vanDijk, 1978).These relationships are typically represented in terms of propositionsconsisting of a predicate and one or more arguments that are related bythe predicate. Third, relationships between idea units of the text must beestablished in order to construct overall structural coherence in the text.Finally, the text must be related to and integrated with world knowledge.

Although such processes would undoubtedly have to work in both a top-down and bottom-up fashion, the output at each of these stages would

have to be held in an online working memory for an effective integrationof meaning."

8. Turn: fast debate is more fun, it adds such a new level of depth to debate, speed is indispensable to it, Idprobably quit if I couldnt go fast