Literaturnachweis - Detailanzeige
| Autor/in | Douglas, Joan Delahanty |
|---|---|
| Titel | Presentation Modality and Proactive Interference in Children's Short-Term Memory. |
| Quelle | (1975), (11 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Auditory Stimuli; Classification; Elementary Education; Grade 2; Learning Modalities; Memory; Recall (Psychology); Shift Studies; Short Term Memory; Visual Stimuli |
| Abstract | This study examined the role of visual and auditory presentation in memory encoding processes of 80 second-grade children, using the release-from-proactive-interference short-term memory (STM) paradigm. Words were presented over three trials within one of the presentation modes and one taxonomic category, followed by a fourth trial in which the six experimental groups received a shift in either taxonomic category, modality, or both category and modality. For the two control groups presentation modality and taxonomic category were the same on all four trials. The stimulus materials were 12 words from the taxonomic category of animal and three words from the category of clothing. Results indicated that auditory and visual presentation of stimuli produced a significant release effect with a shift of taxonomic category. This suggests that young children are able to use taxonomic category efficiency as an encoding dimension in both modalities. In the modality shift conditions, a shift to a visual presentation after three auditory trials produced a small amount of release, while a shift to an auditory presentation after three visual trials produced a large decrement in recall performance rather than a release from proactive interference. Possible causes of this asymmetrical release effect are discussed. (GO) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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