Effects of Modality of Presentation on Delayed Recognition

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1203-1210 ◽  
Author(s):  
Randall W. Engle ◽  
Elizabeth D. Durban
Keyword(s):  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Free Recall Test ◽  
Modality Effects ◽  
Delayed Recognition

Auditorily and visually presented lists were either tested or not tested immediately after input and were later tested on a delayed recognition test. For those lists given the immediate free-recall test, auditory presentation was superior on this immediate test. On the delayed recognition test the tested lists led to higher performance than non-tested lists. For tested lists auditory presentation led to superior recognition for the terminal serial positions, while for non-tested lists visual presentation led to higher performance on the last few positions. The fact that modality of presentation had opposite effects on delayed recognition of the lists was discussed in terms of current models of modality effects.

Modality Effects in Delayed Free Recall and Recognition: Visual is Better than Auditory

1989 ◽  
Vol 41 (3) ◽  
pp. 455-470 ◽  
Author(s):  
Catherine G. Penney
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Modality Effects ◽  
Echoic Memory ◽  
Input Processing ◽  
Temporal Distinctiveness ◽  
Better Than ◽  
Final Free Recall

During presentation of auditory and visual lists of words, different groups of subjects generated words that either rhymed with the presented words or that were associates. Immediately after list presentation, subjects recalled either the presented or the generated words. After presentation and test of all lists, a final free recall test and a recognition test were given. Visual presentation generally produced higher recall and recognition than did auditory presentation for both encoding conditions. The results are not consistent with explanations of modality effects in terms of echoic memory or greater temporal distinctiveness of auditory items. The results are more in line with the separate-streams hypothesis, which argues for different kinds of input processing for auditory and visual items.

scholarly journals Studying texts in a second language: The importance of test type

2017 ◽  
Vol 21 (5) ◽  
pp. 1062-1074 ◽  
Author(s):  
HELEEN VANDER BEKEN ◽  
MARC BRYSBAERT
Keyword(s):  
Second Language ◽  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Expository Texts ◽  
Free Recall Test ◽  
Information Encoding ◽  
Dominant Language ◽  
Lower Performance ◽  
L1 And L2

Little is known about the extent to which information encoding and retrieval differ between materials studied in first and second language (L1 and L2). In this study we compared memory for short, expository texts in L1 and L2, tested with a free recall test and a true/false judgement test. Our results show that students performed at the same level on the recognition test in both languages but not on the free recall test, with much lower performance in L2 than in L1, defined here as the dominant language. The L2 recall cost suggests that students’ performance may be underestimated if they are exclusively tested with essay-type exams in L2.

scholarly journals Modality Effects in Free Recall: A Retrieved-Context Account

2022 ◽  
Author(s):  
Jesse Kendall Pazdera ◽  
Michael J. Kahana
Keyword(s):  
Free Recall ◽  
Large Scale ◽  
Temporal Dynamics ◽  
Memory Performance ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Modality Effect ◽  
Modality Effects ◽  
Immediate Recall ◽  
Intrusion Errors

The modality effect refers to the robust finding that memory performance differs for items presented aurally, as compared with visually. Whereas auditory presentation leads to stronger recency performance in immediate recall, visual presentation often produces better primacy performance (the inverse modality effect). To investigate and model these differences, we conducted two large-scale web-based immediate free recall experiments. In both experiments, participants studied visual and auditory word lists of varying lengths and rates of presentation. We observed typical modality and inverse modality effects, while also discovering that participants were more likely to initiate recall from recent items on auditory trials than on visual trials. However, modality effects persisted regardless of the first item recalled. Meanwhile, an analysis of intrusion errors revealed that participants were more likely on visual trials than on auditory trials to erroneously recall words from one list prior. Furthermore, words presented in the same modality as the present list intruded more often than those presented in a different modality. We next developed a retrieved-context account of the modality effect by fitting the Context Maintenance and Retrieval model to data across multiple list lengths. Through our simulations, we demonstrate that the modality effect can be explained by faster contextual drift and stronger context-to-item association formation during auditory presentation, relative to visual. Our modeling shows that modality effects can arise without hypothesizing distinct memory stores for recent and remote information. Finally, we propose that modality effects may derive primarily from the temporal dynamics of stimuli, rather than their modality.

EXPRESS: On the Pervasive Effect of Word Frequency in Metamemory

2021 ◽  
pp. 174702182110533
Author(s):  
Pedro Simão Mendes ◽  
Monika Undorf
Keyword(s):  
Free Recall ◽  
Word Frequency ◽  
Recall Test ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Free Recall Test ◽  
Test Results ◽  
Font Size ◽  
Performance Judgments

Predictions of one’s future memory performance – judgments of learning (JOLs) – are based on the cues that learners regard as diagnostic of memory performance. One of these cues is word frequency or how often words are experienced in the language. It is not clear, however, whether word frequency would affect JOLs when other cues are also available. The current study aims to close this gap by testing whether objective and subjective word frequency affect JOLs in the presence of font size as an additional cue. Across three experiments, participants studied words that varied in word frequency (Experiment 1: high and low objective frequency; Experiment 2: a whole continuum from high to low objective frequency; Experiment 3: high and low subjective and objective frequency) and were presented in a large (48pt) or a small (18pt) font size, made JOLs, and completed a free recall test. Results showed that people based their JOLs on both word frequency and font size. We conclude that word frequency is an important cue that affects metamemory even in multiple-cue situations.

Spacing Effects on Implicit Picture Memory

1998 ◽  
Vol 86 (2) ◽  
pp. 396-398
Author(s):  
Norihiko Kitao
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Perceptual Identification ◽  
Free Recall Test ◽  
Perceptual Cues ◽  
Test Analysis ◽  
Picture Memory ◽  
Spacing Effects ◽  
Short Period ◽  
Identification Test

25 undergraduates studied the stimulus pictures of common objects successively presented as spaced or massed repetitions, or one at a time. Immediately after a study period, they were given a free-recall test followed by a perceptual identification test. Analysis indicated that spacing effects were observed on the free-recall test but not in perceptual identification. On the later test, each stimulus picture was exposed for a short period and subjects were more likely to use perceptual cues than on first the test. Thus, the spacing effects on memory may be eliminated at test as there is no benefit of conceptual cues.

Specifying Levels of Processing

1979 ◽  
Vol 31 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Alan J. Parkin
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
The Other ◽  
Free Recall Test ◽  
Levels Of Processing ◽  
Retention Performance ◽  
Primary Associate ◽  
Semantic Condition ◽  
Processing Depth ◽  
Naming Latencies

This study examines the nature of stimulus processing under semantic and nonsemantic orienting instructions. Two experiments are reported in which subjects were presented with a series of trials each beginning with the presentation of a “decision word” about which they made either a semantic or non-semantic orienting decision. This decision was followed by a word in coloured ink whose colour subjects were required to name as quickly as possible. On half the trails the coloured word was the primary associate of the decision word whilst on the other half the two words were normatively unrelated. On completion of the experiments the subjects were given an unexpected free recall test. The semantic orienting condition led to longer colour naming latencies on associate trials whilst no such difference was found in the non-semantic condition. The semantic condition also produced higher levels of incidental recall although paradoxically an analysis of associative clustering in recall failed to show any difference between the two orienting conditions. The results are interpreted as support for the “Levels of Processing” approach to memory since they provide an index of processing depth which is independent of retention performance.

scholarly journals Free recall test experience potentiates strategy-driven effects of value on memory.

2017 ◽  
Vol 43 (10) ◽  
pp. 1581-1601 ◽  
Author(s):  
Michael S. Cohen ◽  
Jesse Rissman ◽  
Mariam Hovhannisyan ◽  
Alan D. Castel ◽  
Barbara J. Knowlton
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Free Recall Test

Effects of Between-Item, Within-Item, and Autobiographical Elaborations on Incidental Free Recall

1997 ◽  
Vol 85 (3_suppl) ◽  
pp. 1279-1287 ◽  
Author(s):  
Hiroshi Toyota
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Free Recall Test

Effects of types of elaboration on incidental free recall were investigated. The subjects performed an orienting task involving three rating conditions followed by an unexpected free recall test. Three rating conditions were designed to force between-item elaboration, within-item elaboration, and autobiographical elaboration. Between-item elaboration led to better recall than autobiographical elaboration, which in turn led to better recall than within-item elaboration. The above result was discussed in terms of both generative and discriminative processes in retrieval.

scholarly journals A-186 An Enhanced Delayed Recognition Measure for the WMS-IV Logical Memory Subtest

2020 ◽  
Vol 35 (6) ◽  
pp. 981-981
Author(s):  
Gass C ◽  
Patten B ◽  
Penate A ◽  
Rhodes A
Keyword(s):  
Free Recall ◽  
Recognition Test ◽  
Recall Performance ◽  
Memory Storage ◽  
Performance Validity ◽  
Logical Memory ◽  
Storage And Retrieval ◽  
New Information ◽  
Delayed Recognition ◽  
Neurologically Normal

Abstract Objective We introduce a supplemental measure based on the Logical Memory (LM) subtest of the Wechsler Memory Scale – IV (Wechsler, 2008) to assist in distinguishing deficient memory storage from compromised retrieval operations. A 20-item five-option multiple choice delayed recognition test for the LM stories is described, followed by descriptive data based on a normative sample of 168 female and 105 male neurologically normal outpatient referrals to a neuropsychology clinic. Method Ten 5-option items were developed for each of the three LM stories (A, B, and C) reflecting the stories’ narrative content, yielding 20 items for administration to examinees under 70 (Stories B and C) and older than 69 (Stories A and B). Four distractor options for each item were designed to be “plausible” alternatives for the examinee who had little or no recollection of the narrative material. Examinees (N=360), screened for performance validity (effort), completed the LM Recognition test immediately after delayed LM free recall. Results Internal consistency (Cronbach alpha) was acceptable for both 20-item LM Recognition tests. Individuals’ scaled scores on LM-Recognition were compared with LM-II (free recall). Recognition was superior (> one SD) to free recall performance in 43% (age 18 to 69) and 48.2% (age 70+). Conclusion Delayed free recall scores often underestimate a person’s ability to encode and store new information. For clinical application, separate LM Recognition norms were derived for older (Stories A and B) and younger examinees (stories B and C). This 20-item measure assists clinicians in differentiating between storage and retrieval deficits on the Logical Memory subtest.

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