Effect of Multimodal Stimulus Presentation on Recall

1994 ◽  
Vol 78 (1) ◽  
pp. 320-322 ◽  
Author(s):  
David A. Kobus ◽  
John D. Moses ◽  
Eaye Alvarado Bloom
Keyword(s):  
Classroom Environment ◽  
Stimulus Presentation ◽  
Simultaneous Presentation ◽  
Spoken Word ◽  
Multiple Modalities ◽  
Cluster Index ◽  
Group A ◽  
Resource Hypothesis ◽  
Multiple Resource ◽  
Printed Word

This study was conducted to investigate how the mode of stimulus presentation affects recall in the classroom environment. 289 undergraduates were randomly assigned to one of 7 experimental groups. All subjects were presented the same stimuli in one of 7 possible modes: (1) Printed Word, (2) Spoken Word, (3) Picture, (4) Printed Word + Spoken Word, (5) Picture + Spoken Word, (6) Picture + Printed Word, and (7) Printed Word, Picture + Spoken Word. 30 words, 6 from each of 5 categories, were presented to each group. A new stimulus was presented every 5 sec. Subjects were to recall (in writing) as many stimuli as possible in 5 min. regardless of order. One-way between-groups analyses of variance were conducted on recall and cluster index scores. A significant main effect of mode of presentation showed that recall was best for the Picture or multimodal group (Printed Word, Picture + Spoken Word). Groups receiving only the spoken or printed word showed significantly poorer recall than the multimodal groups. No statistically significant differences between groups were found on the cluster index score. It appears that the simultaneous presentation of redundant stimuli in multiple modalities does support the multiple-resource hypothesis by displaying enhanced recall when information is available from multiple attentional resources.

scholarly journals Evaluation of therapeutic effectiveness of vitamin D3 injections in common warts in a tertiary care centre

2019 ◽  
Vol 5 (3) ◽  
pp. 462
Author(s):  
Sushmalatha Banoth
Keyword(s):  
Vitamin D3 ◽  
Normal Saline ◽  
Tertiary Care ◽  
Treatment Session ◽  
Tertiary Care Centre ◽  
Cutaneous Manifestations ◽  
Multiple Modalities ◽  
Common Warts ◽  
Group A ◽  
Group B

<p class="abstract"><strong>Background:</strong> Warts or verrucae are the benign cutaneous manifestations caused by human papilloma virus. The treatment of wart possess a therapeutic challenge, as a result multiple modalities are existing for the treatment of cutaneous warts, which is cumbersome and may result in cosmetic disfigurement, chances of recurrences. The aim of the present study was to determine the resolution of common warts in response to vitamin D3 injections and to compare the resolution of common warts in the group receiving vitamin D3 with placebo group receiving normal saline.</p><p class="abstract"><strong>Methods:</strong> A total of 26 patients were enrolled and divided into Group A- received lesional injection of 0.2 ml vitamin D3 every 3 weeks for 3 months for the improvement in the size of warts. Group B- received 0.2 ml of normal saline injections as a control. The maximum of three sessions were carried in both groups. Clinical assessment was done by photographic evaluation at baseline, before each treatment session, and after completion of treatment.<strong></strong></p><p class="abstract"><strong>Results:</strong> In group A, 76.92% (10) of the patients showed complete clearance of wart with vitamin D3 injection, while in group B 8% (1) of patients with normal saline showed partial response. This therapy was well tolerated except for the minimal side effects like pain, redness and swelling at the site of injection.</p><p class="abstract"><strong>Conclusions:</strong> Intralesional Vit D3 injections may be a treatment option for warts, which has a good cosmetical acceptance and simple, well tolerated easily administrated in outpatient clinic rather than conventional treatment.</p>

Paired-Associate Learning as a Function of Age and Mode of Presentation

1984 ◽  
Vol 59 (3) ◽  
pp. 959-965 ◽  
Author(s):  
Robert M. Godley ◽  
Robert E. Estes ◽  
Glenn P. Fournet
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Spoken Word ◽  
Visual Modality ◽  
Auditory Modality ◽  
Older Children ◽  
Associate Learning ◽  
Modes Of Presentation ◽  
Mode Of Presentation ◽  
Printed Word

Researchers have continued to echo McGeoch and Irion's (1952) statement concerning the superiority of the auditory modality for young children and the visual modality for older children in paired-associate learning despite conflicting results. In the present study, in which the performance of second and fifth grade children on a paired-associate task under 6 different modes of presentation was compared, mode of presentation did not vary as a function of age. The picture/sound combined condition was superior to the sound and printed/spoken-word conditions but provided no advantage over the picture condition alone. No significant differences were found among the printed-word, spoken-word, and combined printed/spoken-word conditions. Difficulties in making comparisons among studies because methods differed and implications for further research were discussed.

In the event of a variable text

2017 ◽  
Vol 23 (1) ◽  
pp. 98-114
Author(s):  
JR Carpenter
Keyword(s):  
Digital Media ◽  
Spoken Language ◽  
Spoken Word ◽  
Theory And Practice ◽  
Performance Theory ◽  
Digital Writing ◽  
Computer Screen ◽  
And Performance ◽  
Printed Word ◽  
Entire Apparatus

Walter J Ong argues: ‘The spoken word is always an event, a movement in time, completely lacking in the thing-like repose of the written or printed word’. Digital writing has given rise to a new regime of enunciation in which written words refuse repose. This essay argues that although spoken, written and printed words operate within radically different temporal planes, spoken words also have thing-like properties and written and printed words also move through time. Digital writing has given rise to a new regime of signification unforeseen by Ong in which written words refuse repose. Jay David Bolter argues that digital writing ‘challenges the logocentric notion that writing should be merely the servant of spoken language…The writer and reader can create and examine structures on the computer screen that have no easy equivalent in speech’. N Katherine Hayles argues that, in digital media, the text ‘becomes a process, an event brought into existence when the program runs…The [text] is “eventilized,” made more an event and less a discrete, self-contained object with clear boundaries in space and time’. Jean-Jacques Lecercle argues that language is a constructed system, constantly subject to change…‘We therefore need to conceive of language not as a stable, arrested system, but as a system of variations’. This essay draws upon a diverse corpus of literary, media and performance theory and practice to establish a critical framework for examining the performance of variable texts throughout the entire apparatus of hardware, software, networks, bodies and spaces within and through which they operate and propagate. This framework is applied to a number of examples of digital writing which incorporates variability, instability, transformation and change into the process of composition, resulting in texts which are both physical and digital, confusing and confound boundaries between speaking, writing and reading.

Effects of Feedback and Reinforcement in Tachistoscopic Training on a Fault-Detection Task

1980 ◽  
Vol 51 (3) ◽  
pp. 987-993
Author(s):  
Jose Bustamante ◽  
Patricio Moreno ◽  
Lucio Rehbein ◽  
Aldo Vizueta
Keyword(s):  
Fault Detection ◽  
Positive Reinforcement ◽  
Stimulus Presentation ◽  
Detection Task ◽  
Control Group ◽  
Treatment Conditions ◽  
Group A ◽  
Recorded Data ◽  
Group 2 ◽  
Effects Of Feedback

This study looked at possible differential effects of feedback and reinforcement on a simulated fault-detection task. Volunteer college students, 11 females and 13 males, participated in the study. Subjects were assigned to three different groups and tachistoscopically presented with series of slides of intact and faulty cups randomly arranged. Subjects in Group 1 were shown a highly preferred slide following each correct detection (positive reinforcement). In Group 2, subjects received a second, longer presentation of every item responded to and every critical one omitted (knowledge of results). Subjects in Group 3 faced a blank screen during inter-stimulus intervals (practice control). Detection scores along five decreasing stimulus presentation times were recorded. Data indicate the treatment conditions as equally efficient and significantly better than the control condition. However, performance of the control group did improve significantly throughout training which suggests the use of tachistoscope as a training device per se. Commission and omission errors did not differ significantly within treatments, though both types of error were significantly elevated for the control group. A possible dissociation between the effects of reinforcers and feedback is discussed, and experiments which would tax higher levels of information processing are suggested to probe this issue further.

scholarly journals Future traffic demands and characteristics from a media perspective

2016 ◽  
Vol 374 (2062) ◽  
pp. 20140433 ◽  
Author(s):  
C. J. Chambers
Keyword(s):  
Communication Networks ◽  
Spoken Word ◽  
Point Of View ◽  
Historical Trends ◽  
Entertainment Media ◽  
New Era ◽  
Broadcast Media ◽  
Face To Face ◽  
The Status ◽  
Printed Word

Providing topical information and entertainment began with wall paintings, the spoken word and face-to-face performance, then the addition of the written and printed word along with illustrations and pictures, followed by audio recording. In the early 1920s, regular broadcast radio services began, followed by television in the late 1930s, and this has provided the basis of broadcast media we know today. These innovations frequently pushed boundaries and challenged the status quo, but not all of these challenges were technical by any means. However, it could be argued that the development of accessible technologies has been fundamental to the successful deployment of information and entertainment media in all their forms throughout history. Today, the merging of audio and video media with a whole range of digital services is becoming commonplace. With the ability of such services to develop new approaches in supporting people’s everyday living experiences, this will take communication networks into a new era central to the way we live. This paper postulates that the historical trends with audio and video media developments from the early 1900s will continue to push future boundaries, and attempts to highlight the key demands and the developing trends from a communication network point of view.

When Should Computers Talk: Using Multiple Resource Theory to Determine Whether to add Synthetic Speech to a User Interface

2002 ◽  
Vol 46 (5) ◽  
pp. 612-616
Author(s):  
Patrick M. Commarford ◽  
Katherine A. Wilson ◽  
Kay M. Stanney
Keyword(s):  
User Satisfaction ◽  
Simultaneous Presentation ◽  
Spatial Task ◽  
Design Guidelines ◽  
Synthetic Speech ◽  
Resource Theory ◽  
Future Research ◽  
Control Interface ◽  
Multiple Resource Theory ◽  
Multiple Resource

In an effort to maximize user performance and satisfaction, developers have added synthetic speech output to many computer interfaces. Using Multiple Resource Theory as the foundation, the purpose of this paper is to help determine under which conditions the addition of speech to an interface will be beneficial. Participants used a speech enhanced or control interface to complete a verbal and a spatial task. Results demonstrate that the simultaneous presentation of information via synthetic speech can be detrimental to performance on a verbal task and to user satisfaction. No performance or satisfaction differences were found for the spatial task. This paper concludes with design guidelines and suggestions for future research.

scholarly journals Arabic digits and spoken number words: Timing modulates the cross-modal numerical distance effect

2019 ◽  
Vol 72 (11) ◽  
pp. 2632-2646 ◽  
Author(s):  
Chia-Yuan Lin ◽  
Silke M Göbel
Keyword(s):  
Response Times ◽  
Distance Effect ◽  
Stimulus Presentation ◽  
Simultaneous Presentation ◽  
Matching Task ◽  
Numerical Distance ◽  
Physical Similarity ◽  
Number Words ◽  
Arabic Digits ◽  
The Cross

Moving seamlessly between spoken number words and Arabic digits is common in everyday life. In this study, we systematically investigated the correspondence between auditory number words and visual Arabic digits in adults. Auditory number words and visual Arabic digits were presented concurrently or sequentially and participants had to indicate whether they described the same quantity. We manipulated the stimulus onset asynchronies (SOAs) between the two stimuli (Experiment 1: −500 ms to +500 ms; Experiment 2: −200 ms to +200 ms). In both experiments, we found a significant cross-modal distance effect. This effect was strongest for simultaneous stimulus presentation and decreased with increasing SOAs. Numerical distance emerged as the most consistent significant predictor overall, in particular for simultaneous presentation. However, physical similarity between the stimuli was often a significant predictor of response times in addition to numerical distance, and at longer SOAs, physical similarity between the stimuli was the only significant predictor. This shows that SOA modulates the extent to which participants access quantity representations. Our results thus support the idea that a semantic quantity representation of auditory and visual numerical symbols is activated when participants perform a concurrent matching task, while at longer SOAs participants are more likely to rely on physical similarity between the stimuli. We also investigated whether individual differences in the efficiency of the cross-modal processing were related to differences in mathematical performance. Our results are inconclusive about whether the efficiency of cross-format numerical correspondence is related to mathematical competence in adults.

Time Course of the Second Morpheme Processing During Spoken Disyllabic Compound Word Recognition in Chinese

2018 ◽  
Vol 61 (11) ◽  
pp. 2796-2803
Author(s):  
Wei Shen ◽  
Zhao Li ◽  
Xiuhong Tong
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Time Course ◽  
Mixed Model ◽  
Time Window ◽  
Spoken Word Recognition ◽  
Visual Display ◽  
Spoken Word ◽  
Printed Word ◽  
Whole Word

Purpose This study aimed to investigate the time course of meaning activation of the 2nd morpheme processing of compound words during Chinese spoken word recognition using eye tracking technique with the printed-word paradigm. Method In the printed-word paradigm, participants were instructed to listen to a spoken target word (e.g., “大方”, /da4fang1/, generous) while presented with a visual display composed of 3 words: a morphemic competitor (e.g., “圆形”, /yuan2xing2/, circle), which was semantically related to the 2nd morpheme (e.g., “方”, /fang1/, square) of the spoken target word; a whole-word competitor (e.g., “吝啬”, /lin4se4/, stingy), which was semantically related to the spoken target word at the whole-word level; and a distractor, which was semantically related to neither the morpheme or the whole target word. Participants were asked to respond whether the spoken target word was on the visual display or not, and their eye movements were recorded. Results The logit mixed-model analysis showed both the morphemic competitor and the whole-word competitor effects. Both the morphemic and whole-word competitors attracted more fixations than the distractor. More importantly, the 2nd-morphemic competitor effect occurred at a relatively later time window (i.e., 1000–1500 ms) compared with the whole-word competitor effect (i.e., 200–1000 ms). Conclusion Findings in this study suggest that semantic information of both the 2nd morpheme and the whole word of a compound was activated in spoken word recognition and that the meaning activation of the 2nd morpheme followed the activation of the whole word.

scholarly journals Effect of Set Size, Age, and Mode of Stimulus Presentation on Information-Processing Speed

1972 ◽  
Vol 34 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
James Carling Norton
Keyword(s):  
Reaction Time ◽  
Processing Speed ◽  
First Graders ◽  
Stimulus Presentation ◽  
Third Graders ◽  
Information Value ◽  
Information Processing Speed ◽  
Set Size ◽  
Printed Word ◽  
Effect Of Age

First, second, and third grade pupils served as Ss in an experiment designed to show the effect of age, mode of stimulus presentation, and information value on recognition time. Stimuli were presented in picture and printed word form and in groups of 2, 4, and 8. The results of the study indicate that first graders are slower than second and third graders who are neatly equal. There is a gross shift in reaction time as a function of mode of stimulus presentation with increase in age. The first graders take much longer to identify words than pictures, while the reverse is true of the older groups. With regard to set size, a slope appears in the pictures condition in the older groups, while for first graders, a large slope occurs in the words condition and only a much smaller one for pictures. For the older groups, there is no increase in reaction time with larger set sizes in the words condition, and, in fact, the values tend to decrease.

Sign in / Sign up

Export Citation Format

Share Document