ERIC Number: ED050423
Record Type: RIE
Publication Date: 1971-Mar
Reference Count: 0
Same- and Mixed-Modality Presentation in Continuous Recognition Memory. Report from the Project on Variables and Processes in Cognitive Learning.
Recent theories of verbal memory have hypothesized that memory for a stimulus is not represented by a unitary memory trace, but rather by a coding on several attributes of the event. The present experiment tested the differential forgetting hypothesis in a unique way. Words were presented either visually (V) or auditorally (A) in a continuous recognition memory task. Each word occurred twice, with equal numbers of item pairs in each of the four possible modality combinations (A-A, V-V, A-V, and V-A). The first and second occurrence of a word were separated by 12, 24, 48, and 96 intervening items. Two lists, common and rare nouns, were used. Averaging data from the two lists, a greater number of misses occurred on mixed-modality than same-modality pairs at the first three intervals. At the 96-item interval mixed-modality was superior to same-modality presentation for the rare list only. The results are discussed in terms of Underwood's multi-attribute theory of memory. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.