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ERIC Number: ED186130
Record Type: RIE
Publication Date: 1980-Apr
Pages: 9
Abstractor: N/A
Reference Count: 0
A Developmental Study of Memory for Presentation Modality.
Lehman, Elyse Brauch; Hanzel, Sharron Hurtt
In order to determine whether there are developmental differences in the handling of the modality attribute 32 children from each of grades two and six and 32 college students were presented with a video-taped mixed-modality list of 32 first grade words. Subjects were asked to recall the words, to identify the presentation modality of each word on a recognition test, and to indicate on a 3-point rating scale how confident they were that each of their modality identifications (MI) was correct. Results show that there were no overall developmental changes in the identification of modality while children as well as adults demonstrated the ability to judge the accuracy of their modality identifications, adults not only recalled more words than children but also were the only group to organize their recall by representation modality. Findings suggest that information about the input mode of an event is a part of long-term mnemonic code for both adults and young children and that such information may be coded "automatically" in all age groups. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: George Mason Univ., Fairfax, VA.
Identifiers: N/A
Note: Paper presented at the Biennial Southeastern Conference on Human Development (6th, Alexandria, VA, April 17-19, 1980). Best copy available.