The modality effect refers to the robust finding that memory performance differs for items presented aurally, as compared with visually. Whereas auditory presentation leads to stronger recency performance in immediate recall, visual presentation often produces better primacy performance (the inverse modality effect). To investigate and model these…

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less…

An experiment, involving 37 deaf and 36 hearings Ss (aged 10-12 and 15-18 years), was conducted to determine the role of visual and auditory processing in deaf and hearing children using a short-term memory paradigm. (Author/SBH)

Three experiments were performed using unrelated digit materials and prose passages to evaluate whether an auditory or visual presentation of material would be best for an aged population. Data suggests that the choice of modality depends on the particular presentation condition rather than on the type of stimulus materials. (Author)

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

This review of literature on the topic of learning style opens with a history of the development of theories on information processing habits which represent the learner's typical modes of perceiving, thinking, remembering, and problem solving. A discussion is included on writings about the sense modalities used in learning--visual, aural,…

One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old…

The purpose of this study was to determine whether children as young as second-graders could encode categorically within an abstract evaluative dimension. The study uses mode of stimulus presentation (auditory or visual) as an independent variable. The subjects were 40 white middle class children from grades 2, 4, and 6, who were randomly assigned…

To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…