how do presentation modality and strategy use influence memory for paired concepts? - visual presentation

This experiment attempts to determine the mode (i. e.
Vision, hearing, text, visionText, visual
Hearing and hearingtextual)
Affects learners' ability to recall on apaired
Related learning tasks.
The experimental procedure requires the subject to observe the pairing
The concept can be visually observed through the illustration of the concept, by observing the word itself, by listening to the concept pair, or by some pattern combination.
The subjects were then tested for recall of concept pairs.
In addition, subjects were asked to describe all the strategies they used to memorize pairs.
The results show that there are significant differences in recall performance related to presentation methods and recall strategies.
Since the beginning of formal education, determining the ideal way to guide students has always been a problem for educators to study.
It is argued that many teaching techniques are not enough because they require too much cognitive load.
The amount of cognitive activity required for students' learning tasks (Sweller, 1994).
Current Research in Educational Psychology attempts to find the most effective way to reduce students' cognitive load and maximize their working memory.
More specifically, the combination of various presentation modes (e. g.
Vision and hearing)
Has been investigated (
Mousani, Low & Sweller, 1995)
The teaching trend of using multimedia presentations in the classroom is increasing (
Velayo & Smith, 1997). Paired-
Association learning paradigm is a useful experimental design when studying learning and memory functions (Houston, 1991). Paired-
In terms of improving the recall ability of subjects, the association learning strategy has proved to be effective (
Bulgren, pawn, Schumacher, and Deshler, 1995).
In addition, the study also examined the quality that led to improved paired memoryassociates.
The similarity of pairing has been proved to lead to improved cued-
Recall performance (Guttentag, 1995)
The direct opposition to the right is also related to the improvement of the recall rate (
Ulasevich & Rychlak, 1994).
Previous studies have noted the impact of presentation on recall.
Audio-visual presentations for grade 2nd and 5 students improve memories of pairs of studentsassociates (
Godley, Estes, and Fournet, 1984).
The audio-visual presentation also prompted people to recall more non-political broadcasts to undergraduates in 1825 (
Gunter, Furnham, Leese, 1986).
Thompson and Vio (1994)
Recall of found pictures
The sound stimulus has always been larger than the picture --onlyor sound-only stimuli.
The results of these studies are consistent with the dual coding theory of tivvio (
Clark and Piao, 1991).
This theory points out that the co-construction of visual and linguistic representation leads to the construction of the third reference link in working memory, which will lead to an improvement in learning.
Other studies have found that this combination of vision
The text mode increases the recall rate.
Compared with the text presented in sentences, the text presented with visual stimuli has shown a better recall rate (
Workler, Workman & Kroll, 1989).
A study found vision
Text patterns related to better recall than text
Only when visually
Present the text mode and Chapter of general information-
Only modality provides full text or full text with a summary (
Mayer, Bove, Blaman, Mars, tapanko, 1996).
A study comparing two different twin-peak presentation patterns also found differences in the recall of subjects.
In this study, subjects presenting audio-visual presentations were superior to subjects showing visual presentations
Text presentation on retention testing (
Meyer and Moreno, 1998).
Visual methods alone have also proved to increase recall rates.
One-on-one research
Partners visually present are more likely to be remembered than partners present on hearing (
Dwivedi & Pandey, 1983).
In another study, visual performance was also more effective than olfactory performance (
Trina light Bowles Hotel, Philip, May 1994).
In order to study the impact of coding strategy on recall, it is also studied.
The study found that the recall rate can be improved by using a specific coding strategy.
For example, Straub & Granaas (1992)
Subjects with specific instructions given using image technology were found to recall more items correctly than those given general memory instructions. Bethene-
Ervin and SmicklasWright (1998)
Found instructions on the use of coding strategies to help older people recall.
Another study found that students in grades 6 and 7 showed reading materials and were told to use their previous knowledge to integrate what they read, indicating that they read separately for being directed
Woloshyn, coolvio, Presley, 1994).
Therefore, another important factor in recall capability seems to be the coding strategy used by a given individual.
This experiment attempts to determine the mode (i. e.
Vision, hearing, text, visionText, visual
Hearing and hearingtextual)
Ability to influence learners memory
Related learning tasks.
Hypothesis: 1)
Recall of conceptual pairs in visual modes will be significantly higher than recall of conceptual pairs in text and auditory conditions, 2)
Memories in double concept right
Modal conditions with virtual units (e. g. , audiovisual)
Will be much higher than the recall rate of the concept pair in the textAudio status.
In addition, subjects were asked to describe the recall strategies they used to memorize pairs.
This paper explores how these different strategies relate to recall performance.
There are 324 participants (
179 women and 145 men)
The study ranged in age from 14 to 85.
Most of them are college students of different majors.
The professional and educational levels of others vary.
There are three demo stimuli-
A circular binder containing a page, each showing a pair of concepts such as "shell" and "ear "(See Figure 1).
A total of 40 different pairing concepts were presented to participants.
Each item in the can be visually represented (
Pictures through items), textually (
Writing words corresponding to the project)
And/or Halo (
Hear these words by hearing them from a standard audio cassette player).
Table 1 shows six modal type conditions, each with a corresponding number of participants. [
Figure 1 illustration omitted]
Table 1 visual representation of the number of subjects during each model presentation the experimental process requires subject observation-
The concept can be represented by an intuitive view of the picture of the concept (e. g.
, Pictures of a tree, pictures of leaves)
Observe the word itself (e. g.
, View the words "tree" and "leaf ")
By listening to the concept (e. g.
, Hear the words "tree" and "leaf)
, Or by some combination (e. g.
, Hear "tree" and "leaf" when observing object Pictures ").
Participants were then tested for recall of concept pairs.
One item of this pair will be presented and then participants will be asked to indicate the concept of its pairing.
The memory score of the subjects was considered to be the total number of correct pairs.
Each participant presents the concept pair with only one experimental pattern (i. e.
Vision, hearing, text, visiontextual,visual-
Hearing and hearingtextual)
So create a separate 6-group design.
After the test, participants were asked to determine the recall strategy they used.
The recall strategy is then divided into five categories.
Table 2 shows five recall strategies, each with a corresponding number of participants.
Table 2 recall strategies used by the number of participants
Factor ANOVA between subjects showed significant differences in memory scores in different patterns, F = 5. 291, p[is less than]. 0001. (
See Tables 3 and 4). [
As a measure of the size of the effect, the Eta square is. 08]
Table 3 the variance analysis table of concept pairs of quantities correctly recalls the function table of modal type 4 the significant average difference in relation to the representation modal (Bonferroni)
Dependent Variable: correct identification of concept audio-
Modal conditions only (M = 7. 77, sd = 6)
Recall score decreased significantly compared to vision
Only mode conditions (M = 13. 13, sd = 9. 27), the textual-
Modal conditions only (M= 12. 25, sd = 8. 20)And audio-
Visual modal conditions (M = 13. 73,sd = 8. 03).
Also, text-
Audio mode conditions (M = 7. 91,sd = 8. 17)
Shows a recall score lower than both audio
Visual modal conditions (M = 13. 73, sd = 8. 03)and thevisual-
Modal conditions only (M = 13. 13, sd = 9. 27).
See Figure 2, the average recall score chart for each demonstration modal condition. [
Figure 2 illustration omitted]
In addition, the analysis of different recall strategies showed significant differences between groups, F = 8. 651, p = [isless than]. 0001. (
See Tables 5 and 6). [
As a measure of the size of the effect, the Eta square is. 09. ]
Table 5 as the function of recall strategy, the variance analysis table of the concept of correct recall to the number.
Table 6 significant average differences related to recall strategies (Bonferroni)After the resulthoc (Bonferroni)
Comparisons show that among those participants who use detailed strategies, the trend of recall has improved (e. g.
, Word association, visualization, find similar points).
The results of the study showed that subjects using visualization performed significantly better (M = 14. 34, sd = 7. 80)
, Identify similarity in pairing (M = 13. 06, sd = 7. 97)
And use the word association (M = 11. 85, sd= 8. 01)
Use the theme of rehearsal (M = 7. 54, sd = 7. 62).
In addition, participants who use visual strategies have much higher recall scores than those who cannot identify the strategies they use or who are inconsistent when using them
Classified as "other" in terms of recall strategy "(M = 8. 58, sd = 7. 09).
Figure 3 of the average recall score for each recall strategy. [
Figure 3 illustration omitted]
The use of visual mode and audio is discussed.
Visual combinations have been shown to facilitate pairing learning
Associated memory tasks.
It is generally believed that people prefer to use visual cues to acquire knowledge, which may explain the result.
The promotion of learning through visual patterns has been well documented.
Hung and O'Neal (1992)
It was found that subjects who received guidance through visual presentation performed better on one task than those who received descriptive guidance.
Also, Waddill, Daniel McGregor and Einstein (1988)
It was found that when subjects showed pictures outside of the text content, they remembered the information better.
Learning through visual means has been shown to have an impact on children (Godley et al. , 1984)
And young people (Gunter et al. , 1986).
Students at different levels can benefit from a greater emphasis on sight and hearing
Visual presentation.
The increasing use of computers in the classroom provides an opportunity to use more visual and audio-visual presentations.
In the traditional teaching methods, it is not enough to present the materials by visual means (Westman, 1990).
Therefore, taking into account the context of this study, it is concluded that teaching materials should focus on presenting materials to students using visual and combined audio
Visual mode instead of many traditional methods that focus on audio
Textualpresentation.
In addition, learning strategies that emphasize fine skills should be relevant to students.
As mentioned above, computers are increasingly used in classrooms, and many modern multimedia authoring programs are relatively easy to use, which will make it easier for teachers to integrate visual learning into classrooms.
It may be valuable to encourage this skill for many different population and age groups.
This study found significant differences in recall ability associated with participant coding strategy use.
Specifically, rehearsal/repetition strategies are related to poor recall performance.
Given the findings of previous studies, this result is particularly important, suggesting that it is possible to direct individuals to use fine coding strategies (
Straub & Granaas, 1992; Bethene-
Ervin and SmicklasWright, 1998).
Future research should explore the role of computer and multimedia technology in the classroom.
Even if exposed to the same presentation, different individuals are likely to use different coding strategies.
Therefore, future research can also examine whether there is a relationship between the presentation patterns used and coding strategies, and how this relationship can help to achieve all functions.
In addition, the effectiveness of specific coding strategies needs to be further studied.
Further exploration of Twin Peaks and single-state presentations and their impact on memory in other learning environments is also needed.
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Letters about this article should be submitted to the doctorRichard S.
Velayo, Department of Psychology, Pace University, 41 Park Street, New York, Zip code: 10038.