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Casey L. Roark; Vishal Thakkar; Bharath Chandrasekaran; Tracy M. Centanni – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning…
Descriptors: Dyslexia, Children, Nonverbal Communication, Learning Disabilities
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Jacques Pesnot Lerousseau; Maude Denis; Stéphane Roman; Daniele Schön – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Prelingual deaf children with cochlear implants show lower digit span test scores compared to normal-hearing peers, suggesting a working memory impairment. To pinpoint more precisely the subprocesses responsible for this impairment, we designed a sequence reproduction task with varying length (two to six stimuli), modality (auditory or…
Descriptors: Children, Hearing (Physiology), Assistive Technology, Short Term Memory
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Greenberg, Kevin; Zheng, Robert; Gardner, Michael; Orr, Matthew – Journal of Computer Assisted Learning, 2021
The cognitive theory of multimedia learning postulates learning information in a dual-modality design is more effective than in a single modality, which is known as the modality effect. Research has found that the modality effect supports problem-solving learning, but not retention-based learning. This divergence in findings can be explained by…
Descriptors: Individual Differences, Spatial Ability, Visual Perception, Short Term Memory
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Roark, Casey L.; Lescht, Erica; Hampton Wray, Amanda; Chandrasekaran, Bharath – Developmental Psychology, 2023
Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…
Descriptors: Children, Preadolescents, Adults, Learning Modalities
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Mielicki, Marta K.; Koppel, Rebecca H.; Valencia, Gabriela; Wiley, Jennifer – Applied Cognitive Psychology, 2018
Working memory capacity plays a major role in many applied contexts, and it is important to be able to accurately measure this construct. The current studies tested whether the modality of administration of the letter-number sequencing task affects performance on the task. The letter-number sequencing task is a working memory capacity measure…
Descriptors: Short Term Memory, Adults, Intelligence Tests, Task Analysis
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Cowan, Nelson; Li, Yu; Glass, Bret A.; Scott Saults, J. – Developmental Science, 2018
Presentation of two kinds of materials in working memory (visual and acoustic), with the requirement to attend to one or both modalities, poses an interesting case for working memory development because competing predictions can be formulated. In two experiments, we assessed such predictions with children 7-13 years old and adults. With…
Descriptors: Short Term Memory, Visual Perception, Auditory Perception, Acoustics
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Leahy, Wayne; Sweller, John – Instructional Science: An International Journal of the Learning Sciences, 2016
Based on cognitive load theory and the "transient information effect," this paper investigated the "modality effect" while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior…
Descriptors: Cognitive Processes, Difficulty Level, Learning Modalities, Instructional Design
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Francis, Wendy S.; Strobach, E. Natalia; Penalver, Renee M.; Martínez, Michelle; Gurrola, Bianca V.; Soltero, Amaris – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially,…
Descriptors: Associative Learning, Short Term Memory, Context Effect, Concept Formation
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Marschark, Marc; Sarchet, Thomastine; Trani, Alexandra – Journal of Deaf Studies and Deaf Education, 2016
Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential…
Descriptors: Sign Language, Language Usage, Short Term Memory, Hearing (Physiology)
National Education Association, 2019
Poverty and trauma impact student brain development, health, and behavior. The stressors of poverty (lack of nutritious food, unstable housing, etc.) and traumatic events can put students in a "fight" or "flight" mode. Operating from such places prevents students from accessing higher-order thinking and negatively impacts…
Descriptors: Poverty, Trauma, Educational Strategies, Teacher Student Relationship
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Marschark, Marc; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth; Kronenberger, William G.; Trani, Alexandra – Journal of Deaf Studies and Deaf Education, 2015
It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments…
Descriptors: Deafness, Spatial Ability, Visual Acuity, Visual Learning
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Reinwein, Joachim – Journal of Psycholinguistic Research, 2012
The modality effect is a central issue in multimedia learning [see Mayer (Cambridge University Press, 2005a), for a review]. Sweller's Cognitive Load Theory (CLT), for example, presumes that an illustrated text is better understood when presented visually rather than orally. The predictive power of CLT lies in how it links in to Baddeley's (1986)…
Descriptors: Short Term Memory, Multimedia Instruction, Cognitive Processes, Difficulty Level
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Schuler, Anne; Scheiter, Katharina; Rummer, Ralf; Gerjets, Peter – Learning and Instruction, 2012
The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the…
Descriptors: Short Term Memory, Recall (Psychology), Multimedia Instruction, Learning Modalities
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Rummer, Ralf; Schweppe, Judith; Furstenberg, Anne; Scheiter, Katharina; Zindler, Antje – Journal of Experimental Psychology: Applied, 2011
Various studies have demonstrated an advantage of auditory over visual text modality when learning with texts and pictures. To explain this modality effect, two complementary assumptions are proposed by cognitive theories of multimedia learning: first, the visuospatial load hypothesis, which explains the modality effect in terms of visuospatial…
Descriptors: Short Term Memory, Auditory Perception, Learning Modalities, Visual Perception
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Al-Abbasi, Daniah – Journal of Educational Multimedia and Hypermedia, 2012
Poor multimedia comprehenders suffer from a decreased ability in comprehending complex textual and pictorial materials (Maki & Maki, 2002). This deficit will lead to an overloaded working memory and consequently decreased performance (Carretti, Borella, Cornoldi, & De Beni, 2009). The purpose of this research study was to examine the effects of…
Descriptors: Instructional Materials, Multimedia Materials, Retention (Psychology), Short Term Memory
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