Audio-video correspondence and its role in attention and memory

Grimes, Tom

doi:10.1007/bf02298178

Cited by 76 publications

(60 citation statements)

References 14 publications

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“…, several studies in the field of film comprehension have demonstrated a positive effect of audiovisual redundancy on retention and comprehension (Drew & Grimes, 1987;Grimes, 1990;Fox, 2004;Zhou, 2004). One reason for this discrepancy between multimedia research and film studies may lie in the material under investigation.…”

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confidence: 94%

Do films make you learn? Inference processes in expository film comprehension.

Tibus¹,

Heier²,

Schwan³

2013

Journal of Educational Psychology

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The present article examines how suitable expository films are for leaming. This question was motivated by the assuriiption that films are processed in a superficial manner. However, previous research has been dominated by the analyses of outcome measures and has never taken a look at online measures so that no clear conclusions have been drawn. Experiment 1 analyzed online local causal bridging inferences that are crucial for the understanding of complex scientific matters. Using a naming paradigm, it could be demonstrated that local causal bridging inferences are generated during film reception. This holds true for film viewers and audiotape listeners. Experiment 2 analyzed whether participants were able to integrate the inferred information into a coherent mental model. We found that for at least one item set, both film viewers and audiotape listeners integrated implicit information into a mental model. To further clarify the role of the pictorial information in films for the comprehension process. Experiment 3 analyzed the extent to which pictorial information can compensate for coherence breaks due to missing verbal information in the auditory channel. We found that, on a local level, pictorial information can compensate for missing verbal information, but not on a global level.

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confidence: 94%

Do films make you learn? Inference processes in expository film comprehension.

Tibus¹,

Heier²,

Schwan³

2013

Journal of Educational Psychology

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“…This occurs often in live news bulletins where pictures are accessed from one source and story details from another. Grimes (1990) claims that in these situations, where there is dissonance between the auditory and visual information, the viewers' attentional capacity is exceeded and information is therefore lost.…”

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confidence: 99%

“…According to Singer (1980), in order to achieve the equivalent amount of learning, the mental encoding of audio-visual material is less demanding than the mental encoding of purely linguistic material. Pictures access semantic codes quicker than words, and therefore more easily provide meaning (Smith and Magee, 1980;Grimes, 1990). Furthermore, visual signals appear to go through fewer extrapolations than linguistic signals before they result in memory codes (Cohen, 1973).…”

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confidence: 99%

Children's and adults' recall of children's news stories in both print and audio‐visual presentation modalities

Furnham

Siena

Gunter

2002

Applied Cognitive Psychology

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Research into adults' recall from different presentation modalities has demonstrated a recall advantage for print over television yet recent research indicates that children remember television news better than print news. An experiment was conducted by comparing children's and adults' recall of children's news stories presented in two different modalities, television and print, in order to establish whether children's recall advantage for television is dependent on their age or level of reading proficiency. A sample of 40 adults, 40 13-year-olds and 40 11-year-olds were presented with children's news stories, either in their original televised form or in a print version. All participants were aware they would be tested for recall. The results of the cued recall test indicated that children from both age groups learned more from the television news than from the print versions, regardless of age or reading proficiency and that adults remembered equal amounts from both presentation modalities. For the 11-year-olds the advantage of television was only found for information that had been accompanied by redundant pictures in the televised version, providing support for the dualcoding hypothesis. For 13-year-olds the recall of television was not dependent on the addition of redundant visual information. Viewers and readers were found to invest the same amounts of mental effort, but reported levels of invested mental effort were found to be dependent on age and level of reading proficiency.

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“…Grimes (1990) also found that the medium redundancy condition yielded the worst video recognition scores, rather than the nonredundant condition. Some researchers argued that pictures provided semantic meanings more quickly than did their verbal counterparts (Pellegrino, Siegel, & Dhawan, 1975).…”

Section: Literature Review Redundancymentioning

confidence: 83%

Effects of Arousing Visuals and Redundancy on Cognitive Assessment of Television News

Zhou¹

2005

Journal of Broadcasting & Electronic Media

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Audio-video correspondence and its role in attention and memory

Cited by 76 publications

References 14 publications

Do films make you learn? Inference processes in expository film comprehension.

Do films make you learn? Inference processes in expository film comprehension.

Children's and adults' recall of children's news stories in both print and audio‐visual presentation modalities

Effects of Arousing Visuals and Redundancy on Cognitive Assessment of Television News

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