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Inter- and Intramodal Encoding of Auditory and Visual Presentation of Material: Effects on Memory Performance

机译:材料的听觉和视觉表示的跨模式和模式内编码:对记忆性能的影响

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摘要

Different encoding activities during list learning, such as writing down or reading aloud, have a differential effect on memory performance. It has been argued that intermodal processing, that is, auditory processing of visually presented material and vice versa, results in a better performance than intramodal processing. This has been referred to as the u27u27translation hypothesis.” In this study, we set out to test the translation hypothesis looking at all four possible experimental conditions using visual and auditory presentation and writing and vocalization as encoding activities. The results show a similar memory performance in all conditions apart from the one in which visually presented words had to be written down. That is, in the only condition in which subjects did not hear the words (either via auditory presentation or via their own vocalization), fewer words were remembered. These findings do not support the translation hypothesis and are more in agreement with previous theoretical proposals regarding long-term modality effects.
机译:列表学习期间的不同编码活动(例如大声写下或朗读)对内存性能有不同的影响。有人认为,多式联运处理,即视觉呈现的材料的听觉处理,反之亦然,其效果要比内联式处理更好。这被称为 u27 u27翻译假设。”在这项研究中,我们着眼于视觉和听觉的表现以及写作和发声作为编码活动,着眼于所有四个可能的实验条件来测试翻译假设。结果表明,除了必须写下视觉呈现的单词以外,在所有条件下的记忆性能都相似。也就是说,在受试者不听单词(通过听觉呈现或通过自己的发声)的唯一条件下,记住的单词较少。这些发现不支持翻译假设,并且与先前有关长期情态效应的理论建议更加一致。

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