Remembering science: The recall of factual information as a function of the presentation mode

Abstract

Two studies are reported on the recall of 'scientific' factual material as a function of the medium or channel of communication through which it was presented. Programmatic research by authors of this paper using widely different stimulus materials on different subject samples has indicated that, compared to information received through audiovisual or audio-only channels, stimulus 'material received through print is best remembered. In the first study subjects either saw part of an actual television science programme in the audiovisual medium, heard it in the audio-only medium or read a transcript in the print medium. As predicted, subjects who read the transcript remembered most details in both cued and free recall. In the second study a 'talking-head' video was made of the reading of a comparatively easy and difficult scientific extract of comparable length. Subjects randomly assigned to one of six groups either saw audiovisually, heard in audio-only, or read the print extract of either extract, and were then tested on free and cued recall. Again, material that was read was recalled best, though there were also a number of interesting medium by content interactions. These results are discussed in terms of the literature on the comprehension and recall of factual material.

Modality of Communication and Recall of Health-related Information

“…The superior recall of complex material presented in the print modality compared to video, on which our findings agree with those of Chaiken and Eagly (1976), has been reported many times (e.g., Barlow & Wogalter, 1993;Browne, 1978;Furnham, Benson, & Gunter, 1987;Furnham & Gunter, 1985Furnham, Gunter, & Green, 1990;Gunter, Furnham, & Gietson, 1984;Pezdek, Lehrer, & Simon, 1984;Wilson, 1974;Wold, 1977). There is less agreement in the literature over the comparative effects of audio and video presentations, on which our findings do not correspond with Chaiken and Eagly's.…”

“…One might expect an audiovisual medium to have a greater capacity to convey information because it involves both 'showing' and 'telling' the information to the recipients, but the recall superiority of the print modality for complex material has been replicated many times (e.g., Barlow & Wogalter, 1993;Browne, 1978;Furnham, Benson, & Gunter, 1987;Furnham & Gunter, 1985Furnham, Gunter, & Green, 1990;Gunter, Furnham, & Gietson, 1984;Pezdek, Lehrer, & Simon, 1984;Wilson, 1974;Wold, 1977).…”

“…Some researchers (e.g., Furnham, Gunter, & Green, 1990) have drawn attention to various aspects of the presentation of printed information, such as paragraphing, punctuation, and general layout, that may help recipients to 'chunk' the information in a manner that has been shown to facilitate learning of information that is not inherently easy to grasp (Baddeley, 1982, pp. 152-154).…”

Portrayal of the Croatian Probation Service's Development in Print Media

“…Newspaper articles were analysed since they are generally more accessible and lead to better recall than other news sources (e.g., TV, internet) (Furnham, Gunter, & Green, 1990) and because mainstream newspapers have a more powerful influence on people's perceptions of public policies and political issues than does television news (e.g., Brians & Wattenberg, 1996). News-paper articles were located and collected using a press clipping agency's services because this approach provides fast and full access to all newspaper articles.…”

Natural Learning in Higher Education

“…Teachers' widespread use of in-class transmission of content via multimedia tends to restrict university learning to simple content because it is difficult to learn complex material with multi-media (Furnham, Gunter & Green 1990).…”