Remembering Ideas From Text
The Effect of Modality of Presentation
Bibliographic Data
| ID | 5264114 |
|---|---|
| Authors | Ruth Green (0000-0001-6496-0578, University of Birmingham, corresponding author) |
| Year | 1981 |
| Volume | 51 |
| Issue | 1 |
| Pages | 83-89 |
| Publication date | 1981-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1981.tb02458.x |
| OpenAlex | W2046404330 |
| Language | EN |
| Citations received | 5 |
Forty-eight subjects (16-17 years old), randomly assigned to two recall conditions (immediate and delayed), were each given two prose passages to recall, one after reading, the other after listening. The passages were judged to be difficult in content and unfamiliar. An incidental recall procedure was adopted. Following Meyer's (1975) analytic procedures, recall protocols were scored for the presence of idea units, content units, relationship units and number of units at each level of the content structure. Number of errors were scored independently of Meyer's scheme. As hypothesised for a difficult recall task involving connected prose, results demonstrated the superiority of recall after reading, both in terms of total units recalled and in number of errors. This suggests the value of more systematic research into the conditions which favour one mode of presentation over the other
Active listening · Cognition · Cognitive psychology · Content (measure theory) · Developmental psychology · Free recall · Linguistics · Modality (human–computer interaction) · Modality effect · Presentation (obstetrics) · Reading (process) · Recall · Recall test · Short-term memory · Task (project management) · Working memory · Artificial Intelligence · Communication · Computer Science · Educational Strategies and Epistemologies · Mathematics · Memory Processes and Influences · Philosophy · Psychology · Reading and Literacy Development
Cognitive load theory, modality of presentation and the transient information effect
Listening Ears or Reading Eyes
What Remains in Mind? Effectiveness and Efficiency of Explainers at Conveying Information
Influência da modalidade de reconto na avaliação do desempenho de escolares em compreensão leitora
Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2011 - 2022 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |