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Direct linkSchuler, 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
Wolfe, Patricia – ASCD, 2010
While you don't need to be a scientist to understand brain-compatible teaching, you'll be far more effective when you base your teaching practices on the very best scientific information. This expanded and updated ASCD best-seller delivers that essential information in clear, everyday language that any teacher can immediately incorporate into…
Descriptors: Nutrition, Short Term Memory, Long Term Memory, Anatomy
Strauss, Judy; Corrigan, Hope; Hofacker, Charles F. – Marketing Education Review, 2011
Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of…
Descriptors: Constructivism (Learning), Learner Engagement, Short Term Memory, Long Term Memory
Verhoeven, Ludo; Schnotz, Wolfgang; Paas, Fred – Learning and Instruction, 2009
The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal and visual-pictorial channels within working memory. By means of integrating multimodal information,…
Descriptors: Prior Learning, Perspective Taking, Short Term Memory, Cognitive Processes
Peer reviewedWebster, Raymond E. – Journal of Special Education, 1980
A significant two-way input modality by output modality interaction suggested that short term memory capacity among the groups differed as a function of the modality used to present the items in combination with the output response required. (Author/CL)
Descriptors: Intermediate Grades, Learning Disabilities, Learning Modalities, Learning Processes
Page, Mike P. A.; Cumming, Nick; Norris, Dennis; Hitch, Graham J.; McNeil, Alan M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
In 5 experiments, a Hebb repetition effect, that is, improved immediate serial recall of an (unannounced) repeating list, was demonstrated in the immediate serial recall of visual materials, even when use of phonological short-term memory was blocked by concurrent articulation. The learning of a repeatedly presented letter list in one modality…
Descriptors: Learning Processes, Serial Learning, Recall (Psychology), Visual Aids
Keefe, James W., Ed. – 1988
In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…
Descriptors: Cognitive Development, Cognitive Style, Cognitive Tests, Elementary Secondary Education
Andres, Hayward P.; Petersen, Candice – Journal of Educational Technology Systems, 2002
Cognitive processing limitations restrict the number of complex information items held and processed in human working memory. To overcome such limitations, a verbal working memory channel is used to construct an if-then proposition representation of facts and a visual working memory channel is used to construct a visual imagery of geometric…
Descriptors: Short Term Memory, Spatial Ability, Multimedia Instruction, Verbal Ability
