The effect of modality on long-term recognition memory

Dean, Raymond S.; Yekovich, Frank R.; Gray, Jeffrey W.

doi:10.1016/0361-476x(88)90010-0

Cited by 19 publications

(16 citation statements)

References 16 publications

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“…Nelson et al (2005) already provide evidence that orthographic inputs are more advantageous than phonological inputs, since they lead to a more effective retention. Such hypothesis is supported by many other authors and for both adult and young learners (Ehri and Wilce 1979; Reitsma 1983; Baddeley et al 1988;Dean et al 1988;Gallo et al 2001;Ehri 2005) and will be explored in the present study in relation to L2 teaching.…”

Section: Integrated Language-based Vs Oral Language-based Instructionsupporting

confidence: 65%

“…These young learners are frequently instructed by means of teaching methods that seek to imitate naturalistic exposure and only after some years of simply receiving oral input do they face written input, which is disregarded and postponed to further stages of acquisition. Dean et al 1988; Gallo et al 2001;Ehri 2005; Nelson et al 2005), our hypothesis is that the experimental group will achieve better scores in all variables explored than the control group and will hence show the benefits of written input on their oral output.…”

Section: Introductionmentioning

confidence: 94%

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The effects of written input on young EFL learners’ oral output

Sánchez

Ballester

2014

J. engl. stud. (Logroño, internet)

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Section: Integrated Language-based Vs Oral Language-based Instructionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 94%

The effects of written input on young EFL learners’ oral output

Sánchez

Ballester

2014

J. engl. stud. (Logroño, internet)

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“…As already mentioned, a less robust or even reversed modality effect has been observed in the long run in some studies (Dean et al, 1988;Duis et al, 1994). In these studies, however, retention was measured after presentation of a word list (without pictures), the research was conducted in a setting other than a school setting, and the intention was not to consider deeper learning.…”

Section: The Present Studymentioning

confidence: 99%

Cognitive processes in children's multimedia text learning

Segers

Hulstijn-Hendrikse

2008

Applied Cognitive Psychology

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The cognitive processes underlying children's multimedia text learning were studied using a self-paced task and authentic school texts with mostly representational pictures in an elementary school setting. Both the quantity and quality of learning were assessed immediately following intervention and 1 week later. In a within-subjects design, all of the children were taught four lessons of a different format: (1) written presentation only; (2) written presentation accompanied by pictures;(3) oral presentation only and (4) oral presentation accompanied by pictures. With respect to the quantity of learning, a short-term modality effect was found with oral presentation producing better results than written presentation when accompanied by pictures. A multimedia effect was found for only the oral conditions. With respect to the quality of the children's learning, an initial short-term modality effect was found but reversed 1 week following intervention with no evidence of a multimedia effect.

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“…Several studies have found that reinstating item-specific study cues at test decreases false recognition (e.g., Israel & Schacter, 1997;Schacter et al, 1999). Moreover, under some conditions a match between study and test conditions has been shown to benefit correct memory performance (e.g., Dean, Yerkovich, & Gray, 1988). It should therefore be possible to use knowledge about the original encoding conditions to develop memory test contexts that will facilitate people's ability to weed out false memories, while preserving or even enhancing their ability to recollect what actually happened.…”

Section: Encoding-retrieval Manipulationsmentioning

confidence: 99%