Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect

摘要

Auditory text presentation improves learning with pictures and texts. With sequential text–picture presentation, cognitive models of multimedia learning explain this modality effect in terms of greater visuo-spatial working memory load with visual as compared to auditory texts. Visual texts are assumed to demand the same working memory subsystem as pictures, while auditory texts make use of an additional cognitive resource. We provide two alternative assumptions that relate to more basic processes: First, acoustic-sensory information causes a retention advantage for auditory over visual texts which occurs no matter if a picture is presented or not. Second, eye movements during reading hamper visuo-spatial rehearsal. Two experiments applying elementary procedures provide first evidence for these assumptions. Experiment 1 demonstrates that, regarding text recall, the auditory advantage is independent of visuo-spatial working memory load. Experiment 2 reveals worse matrix recognition performance after reading text requiring eye movements than after listening or reading without eye movements. Copyright © 2008 John Wiley & Sons, Ltd.