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Ralf Rummer - One of the best experts on this subject based on the ideXlab platform.
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attention working memory and long term memory in multimedia learning an integrated perspective based on process models of working memory
Educational Psychology Review, 2014Co-Authors: Judith Schweppe, Ralf RummerAbstract:Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic research: the embedded-processes model (Cowan 1999). The embedded-processes model argues that working memory is not a separate cognitive system but is the activated part of long-term memory. A subset of activated long-term memory is assumed to be particularly highlighted and is termed the “focus of attention.” This model thus integrates working memory, long-term memory, and (voluntary and involuntary) attention, and referring to it within multimedia models provides the opportunity to model all these learning-relevant cognitive processes and systems in a unitary way. We make suggestions for incorporating this model into theories of multimedia learning. On this basis, one cannot only reinterpret crucial phenomena in multimedia learning that are attributed to working memory (the split-attention Effect, the Modality Effect, the coherence Effect, the signaling Effect, the redundancy Effect, and the expertise reversal Effect) but also derive new predictions.
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explaining the Modality Effect in multimedia learning is it due to a lack of temporal contiguity with written text and pictures
Learning and Instruction, 2012Co-Authors: Anne Schuler, Katharina Scheiter, Ralf Rummer, Peter GerjetsAbstract:Abstract The study examined whether the Modality Effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students ( N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the pictures. For verbal recall no Modality Effect was observed, whereas for transfer the influence of Modality varied as a function of phonological working memory capacity. For pictorial recall the results showed a Modality Effect that was limited to simultaneous presentation, apparently in line with the temporal contiguity explanation. However, spoken simultaneous presentations were not superior to spoken sequential presentations, which contradicts the temporal contiguity explanation for the Modality Effect. Rather, it seems as if learners with simultaneous presentation of written text and picture concentrated more on the text and ignored the pictures, resulting in worse pictorial recall.
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the perceptual basis of the Modality Effect in multimedia learning
Journal of Experimental Psychology: Applied, 2011Co-Authors: Ralf Rummer, Katharina Scheiter, Judith Schweppe, Anne Furstenberg, Antje ZindlerAbstract:Various studies have demonstrated an advantage of auditory over visual text Modality when learning withtexts and pictures. To explain this Modality Effect, two complementary assumptions are proposed bycognitive theories of multimedia learning: first, the visuospatial load hypothesis, which explains theModality Effect in terms of visuospatial working memory overload in the visual text condition; andsecond, the temporal contiguity assumption, according to which the Modality Effect occurs because solelyauditory texts and pictures can be attended to simultaneously. The latter explanation applies only tosimultaneous presentation, the former to both simultaneous and sequential presentation. This paperintroduces a third explanation, according to which parts of the Modality Effect are due to early, sensoryprocesses. This account predicts thatfor texts longer than one sentencethe Modality Effect withsequential presentation is restricted to the information presented most recently. Two multimedia exper-iments tested the influence of text Modality across three different conditions: simultaneous presentationof texts and pictures versus sequential presentation versus presentation of text only. Text comprehensionand picture recognition served as dependent variables. An advantage for auditory texts was restricted tothe most recent text information and occurred under all presentation conditions. With picture recognition,the Modality Effect was restricted to the simultaneous condition. These findings clearly support theidea that the Modality Effect can be attributed to early processes in perception and sensory memory ratherthan to a working memory bottleneck.Keywords: Modality Effect, multimedia learning, sensory memory, working memory, temporal contiguity
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Working Memory Interference During Processing Texts and Pictures: Implications for the Explanation of the Modality Effect
Applied Cognitive Psychology, 2010Co-Authors: Ralf Rummer, Judith Schweppe, Anne Furstenberg, Tina Seufert, Roland BrünkenAbstract:SUMMARY Auditory text presentation improves learning with pictures and texts. With sequential text–picture presentation, cognitive models of multimedia learning explain this Modality Effect in terms of greater visuo-spatial working memory load with visual as compared to auditory texts. Visual texts are assumed to demand the same working memory subsystem as pictures, while auditory texts make use of an additional cognitive resource. We provide two alternative assumptions that relate to more basic processes: First, acoustic-sensory information causes a retention advantage for auditory over visual texts which occurs no matter if a picture is presented or not. Second, eye movements during reading hamper visuo-spatial rehearsal. Two experiments applying elementary procedures provide first evidence for these assumptions. Experiment 1 demonstrates that, regarding text recall, the auditory advantage is independent of visuo-spatial working memory load. Experiment 2 reveals worse matrix recognition performance after reading text requiring eye movements than after listening or reading without eye movements. Copyright # 2008 John Wiley & Sons, Ltd.
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does a lack of contiguity with visual text cause the Modality Effect in multimedia learning
2008Co-Authors: Anne Schueler, Katharina Scheiter, Peter Gerjets, Ralf RummerAbstract:In the reported study it was examined whether the Modality Effect in multimedia learning is caused either by more cognitive resources being available when studying pictures accompanied by auditory text or by the need to split attention between written text and pictures. Ninety-eight students learned about the development of tornados. They heard or read the verbal explanation concurrently with, before, or after the corresponding picture. Learning was measured by verbal recall, pictorial recall, and transfer. For pictorial recall a Modality Effect was found with simultaneous presentation but not with sequential presentation. This indicates that the Modality Effect is caused by a split of attention with visual text and picture and not by enhanced cognitive resources with auditory text and picture.
John Sweller - One of the best experts on this subject based on the ideXlab platform.
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the Modality Effect of cognitive load theory
International Conference on Applied Human Factors and Ergonomics, 2019Co-Authors: Juan C Castroalonso, John SwellerAbstract:The Modality Effect, which has been investigated by cognitive load theory, predicts that learning from visualizations supplemented with written text should be less Effective than learning from the same visualizations supplemented with comparable spoken text. An explanation of the Effect assumes a degree of separation between the processing of visuospatial and auditory information. Due to this separability, learning only from visuospatial information (visualizations and visual text) is more likely to overload visuospatial processing, as compared to learning from visuospatial and auditory information (visualizations and auditory text), in which both the visuospatial and the auditory processors share the load of the learning material. The aims of this review chapter are to: (a) describe the Modality Effect, (b) provide supporting evidence using computer multimedia about STEM topics, and (c) describe studies indicating the separability of visuospatial and auditory processing. We finish by suggesting future directions for research on the Modality Effect.
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instructional visualizations cognitive load theory and visuospatial processing
2019Co-Authors: Juan C Castroalonso, Paul Ayres, John SwellerAbstract:There are basically two formats used in instructional visualizations, namely, static pictures and dynamic visualizations (e.g., animations and videos). Both can be engaging and fun for university students in the fields of health and natural sciences. However, engagement by itself is not always conducive to learning. Consequently, teachers, lecturers, and instructional designers need to utilize the cognitive processing advantages of visualizations as well as engagement to achieve full instructional Effectiveness. A cognitive processing focus has outlined many ways in which instructional visualization can be optimized. Specifically, cognitive load theory and the cognitive theory of multimedia learning are two research paradigms that provide several methods for directing the design of visualizations by considering how learners process visuospatial information. In this chapter, we describe five methods based on these cognitive theories: (a) the split attention Effect and spatial contiguity principle, (b) the Modality Effect, (c) the redundancy Effect and coherence principle, (d) the signaling principle, and (e) the transient information Effect. For each of these Effects, examples of applications for education in health and natural sciences are provided, where the influence of visuospatial processing is also considered. We end this chapter by discussing instructional implications for science education and providing future directions for research.
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cognitive load theory and the Effects of transient information on the Modality Effect
Instructional Science, 2016Co-Authors: Wayne Leahy, John SwellerAbstract:Based on cognitive load theory and the transient information Effect, this paper investigated the Modality Effect while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior to the equivalent longer visual text information demonstrating a reversal of the Modality Effect due to transient information imposing a heavy working memory load. However, the expected Modality Effect was not obtained from the equivalent shorter auditory text presentation compared to shorter visual text information. It was hypothesised that the shorter text still contained too much auditory information for working memory to readily process. Experiment 2 further decreased the shorter auditory text information which then resulted in a traditional Modality Effect including a Modality by text length interaction in which shorter, audio-visual information was better than visual only information but longer, audio-visual information was worse than visual only information.
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cognitive load theory the transient information Effect and e learning
Learning and Instruction, 2012Co-Authors: Anna Wong, Wayne Leahy, Nadine Marcus, John SwellerAbstract:Abstract When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The Effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the Modality Effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed.
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cognitive load theory Modality of presentation and the transient information Effect
Applied Cognitive Psychology, 2011Co-Authors: Wayne Leahy, John SwellerAbstract:The Modality Effect occurs when audio/visual instructions are superior to visual only instructions. The Effect was explored in two experiments conducted within a cognitive load theory framework. In Experiment 1, two groups of primary school students (N = 24) were presented with either audio/visual or visual only instructions on how to read a temperature graph. The group presented with visual text and a diagram rather than audio text and a diagram was superior, reversing most previous data on the Modality Effect. It was hypothesized that the reason for the reversal was that the transitory auditory text component was too long to be processed easily in working memory compared to more permanent written information. Experiment 2 (N = 64) replicated the experiment with the variation of a reduced length of both auditory and visual text instructions. Results indicated a reinstatement of the Modality Effect with audio/visual instructions proving superior to visual only instructions. Copyright © 2011 John Wiley & Sons, Ltd.
Ricardo J Fernandes - One of the best experts on this subject based on the ideXlab platform.
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exercise Modality Effect on bioenergetical performance at v o2max intensity
Medicine and Science in Sports and Exercise, 2015Co-Authors: Ana Sousa, Pedro Figueiredo, Paola Zamparo, David B Pyne, Joao Paulo Vilasboas, Ricardo J FernandesAbstract:AB Purpose: A bioenergetical analysis of different exercise modes near maximal oxygen consumption (V[spacing dot above]O2max) intensity is scarce, hampering the prescription of training to enhance performance. We assessed the time sustained in swimming, rowing, running, and cycling at an intensity eliciting V[spacing dot above]O2max and determined the specific oxygen uptake (V[spacing dot above]O2) kinetics and total energy expenditure (Etot-tlim). Methods: Four subgroups of 10 swimmers, 10 rowers, 10 runners, and 10 cyclists performed (i) an incremental protocol to assess the velocity (vV[spacing dot above]O2max) or power (wV[spacing dot above]O2max) associated with V[spacing dot above]O2max and (ii) a square wave transition exercise from rest to vV[spacing dot above]O2max/wV[spacing dot above]O2max to assess the time to voluntary exhaustion (Tlim-100%V[spacing dot above]O2max). The V[spacing dot above]O2 was measured using a telemetric portable gas analyzer (K4b2, Cosmed, Rome, Italy) and V[spacing dot above]O2 kinetics analyzed using a double exponential curve fit. Etot-tlim was computed as the sum of its three components: aerobic (Aer), anaerobic lactic (Analac), and anaerobic alactic (Anaalac) contributions. Results: No differences were evident in Tlim-100% V[spacing dot above]O2max between exercise modes (mean +/- SD: swimming, 187 +/- 25; rowing, 199 +/- 52; running, 245 +/- 46; and cycling, 227 +/- 48 s). In contrast, the V[spacing dot above]O2 kinetics profile exhibited a slower response in swimming (21 +/- 3 s) compared with the other three modes of exercise (rowing, 12 +/- 3; running, 10 +/- 3; and cycling, 16 +/- 4 s) (P < 0.001). Etot-tlim was similar between exercise modes even if the Analac contribution was smaller in swimming compared with the other sports (P < 0.001). Conclusion: Although there were different V[spacing dot above]O2 kinetics and ventilatory patterns, the Tlim-100%V[spacing dot above]O2max was similar between exercise modes most likely related to the common central and peripheral level of fitness in our athletes.
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exercise Modality Effect on oxygen uptake off transient kinetics at maximal oxygen uptake intensity
Experimental Physiology, 2015Co-Authors: Ana Sousa, Ferran A Rodriguez, Leandro Machado, Paulo J Vilasboas, Ricardo J FernandesAbstract:New Findings What is the central question of this study? Do the mechanical differences between swimming, rowing, running and cycling have a potential Effect on the oxygen uptake (VO2) off-kinetics after an exercise sustained until exhaustion at 100% of maximal oxygen uptake (VO2max) intensity? What is the main finding and its importance? The mechanical differences between exercise modes had a potential Effect and contributed to distinct amplitude of the fast component (higher in running compared with cycling) and time constant (higher in swimming compared with rowing and cycling) in the VO2 off-kinetic patterns at 100% of VO2max intensity. This suggests that swimmers, unlike rowers and cyclists, would benefit more from a longer duration of training intervals after each set of exercise performed at VO2max intensity. The kinetics of oxygen uptake (VO2) during recovery (off-transient kinetics) for different exercise modes is largely unexplored, hampering the prescription of training and recovery to enhance performance. The purpose of this study was to compare the VO2 off-transient kinetics response between swimmers, rowers, runners and cyclists during their specific mode of exercise at 100% of maximal oxygen uptake (VO2max) intensity and to examine the on–off symmetry. Groups of swimmers, rowers, runners and cyclists (n = 8 per group) performed (i) an incremental exercise protocol to assess the velocity or power associated with VO2max (vVO2max or wVO2max, respectively) and (ii) a square-wave exercise transition from rest to vVO2max/vVO2maxwVO2maxwVO2max until volitional exhaustion. Pulmonary exchange parameters were measured using a telemetric portable gas analyser (K4b2; Cosmed, Rome, Italy), and the on- and off-transient kinetics were analysed through a double-exponential approach. For all exercise modes, both transient periods were symmetrical in shape once they had both been adequately fitted by a double-exponential model. However, differences were found in the off-kinetic parameters between exercise modes; the amplitude of the fast component of the VO2 off-response was higher in running compared with cycling (48 ± 5 and 36 ± 7 ml kg−1 min−1, respectively; P < 0.001), and the time constant of the same phase was higher in swimming compared with rowing and cycling (63 ± 5, 56 ± 5 and 55 ± 3 s, respectively; P < 0.001). Although both phases were well described by a double-exponential model, the differences between exercise modes had a potential Effect and contributed to distinct VO2 off-transient kinetic patterns at 100% of VO2max intensity.
Ana Sousa - One of the best experts on this subject based on the ideXlab platform.
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exercise Modality Effect on bioenergetical performance at v o2max intensity
Medicine and Science in Sports and Exercise, 2015Co-Authors: Ana Sousa, Pedro Figueiredo, Paola Zamparo, David B Pyne, Joao Paulo Vilasboas, Ricardo J FernandesAbstract:AB Purpose: A bioenergetical analysis of different exercise modes near maximal oxygen consumption (V[spacing dot above]O2max) intensity is scarce, hampering the prescription of training to enhance performance. We assessed the time sustained in swimming, rowing, running, and cycling at an intensity eliciting V[spacing dot above]O2max and determined the specific oxygen uptake (V[spacing dot above]O2) kinetics and total energy expenditure (Etot-tlim). Methods: Four subgroups of 10 swimmers, 10 rowers, 10 runners, and 10 cyclists performed (i) an incremental protocol to assess the velocity (vV[spacing dot above]O2max) or power (wV[spacing dot above]O2max) associated with V[spacing dot above]O2max and (ii) a square wave transition exercise from rest to vV[spacing dot above]O2max/wV[spacing dot above]O2max to assess the time to voluntary exhaustion (Tlim-100%V[spacing dot above]O2max). The V[spacing dot above]O2 was measured using a telemetric portable gas analyzer (K4b2, Cosmed, Rome, Italy) and V[spacing dot above]O2 kinetics analyzed using a double exponential curve fit. Etot-tlim was computed as the sum of its three components: aerobic (Aer), anaerobic lactic (Analac), and anaerobic alactic (Anaalac) contributions. Results: No differences were evident in Tlim-100% V[spacing dot above]O2max between exercise modes (mean +/- SD: swimming, 187 +/- 25; rowing, 199 +/- 52; running, 245 +/- 46; and cycling, 227 +/- 48 s). In contrast, the V[spacing dot above]O2 kinetics profile exhibited a slower response in swimming (21 +/- 3 s) compared with the other three modes of exercise (rowing, 12 +/- 3; running, 10 +/- 3; and cycling, 16 +/- 4 s) (P < 0.001). Etot-tlim was similar between exercise modes even if the Analac contribution was smaller in swimming compared with the other sports (P < 0.001). Conclusion: Although there were different V[spacing dot above]O2 kinetics and ventilatory patterns, the Tlim-100%V[spacing dot above]O2max was similar between exercise modes most likely related to the common central and peripheral level of fitness in our athletes.
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exercise Modality Effect on oxygen uptake off transient kinetics at maximal oxygen uptake intensity
Experimental Physiology, 2015Co-Authors: Ana Sousa, Ferran A Rodriguez, Leandro Machado, Paulo J Vilasboas, Ricardo J FernandesAbstract:New Findings What is the central question of this study? Do the mechanical differences between swimming, rowing, running and cycling have a potential Effect on the oxygen uptake (VO2) off-kinetics after an exercise sustained until exhaustion at 100% of maximal oxygen uptake (VO2max) intensity? What is the main finding and its importance? The mechanical differences between exercise modes had a potential Effect and contributed to distinct amplitude of the fast component (higher in running compared with cycling) and time constant (higher in swimming compared with rowing and cycling) in the VO2 off-kinetic patterns at 100% of VO2max intensity. This suggests that swimmers, unlike rowers and cyclists, would benefit more from a longer duration of training intervals after each set of exercise performed at VO2max intensity. The kinetics of oxygen uptake (VO2) during recovery (off-transient kinetics) for different exercise modes is largely unexplored, hampering the prescription of training and recovery to enhance performance. The purpose of this study was to compare the VO2 off-transient kinetics response between swimmers, rowers, runners and cyclists during their specific mode of exercise at 100% of maximal oxygen uptake (VO2max) intensity and to examine the on–off symmetry. Groups of swimmers, rowers, runners and cyclists (n = 8 per group) performed (i) an incremental exercise protocol to assess the velocity or power associated with VO2max (vVO2max or wVO2max, respectively) and (ii) a square-wave exercise transition from rest to vVO2max/vVO2maxwVO2maxwVO2max until volitional exhaustion. Pulmonary exchange parameters were measured using a telemetric portable gas analyser (K4b2; Cosmed, Rome, Italy), and the on- and off-transient kinetics were analysed through a double-exponential approach. For all exercise modes, both transient periods were symmetrical in shape once they had both been adequately fitted by a double-exponential model. However, differences were found in the off-kinetic parameters between exercise modes; the amplitude of the fast component of the VO2 off-response was higher in running compared with cycling (48 ± 5 and 36 ± 7 ml kg−1 min−1, respectively; P < 0.001), and the time constant of the same phase was higher in swimming compared with rowing and cycling (63 ± 5, 56 ± 5 and 55 ± 3 s, respectively; P < 0.001). Although both phases were well described by a double-exponential model, the differences between exercise modes had a potential Effect and contributed to distinct VO2 off-transient kinetic patterns at 100% of VO2max intensity.
Judith Schweppe - One of the best experts on this subject based on the ideXlab platform.
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attention working memory and long term memory in multimedia learning an integrated perspective based on process models of working memory
Educational Psychology Review, 2014Co-Authors: Judith Schweppe, Ralf RummerAbstract:Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic research: the embedded-processes model (Cowan 1999). The embedded-processes model argues that working memory is not a separate cognitive system but is the activated part of long-term memory. A subset of activated long-term memory is assumed to be particularly highlighted and is termed the “focus of attention.” This model thus integrates working memory, long-term memory, and (voluntary and involuntary) attention, and referring to it within multimedia models provides the opportunity to model all these learning-relevant cognitive processes and systems in a unitary way. We make suggestions for incorporating this model into theories of multimedia learning. On this basis, one cannot only reinterpret crucial phenomena in multimedia learning that are attributed to working memory (the split-attention Effect, the Modality Effect, the coherence Effect, the signaling Effect, the redundancy Effect, and the expertise reversal Effect) but also derive new predictions.
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the perceptual basis of the Modality Effect in multimedia learning
Journal of Experimental Psychology: Applied, 2011Co-Authors: Ralf Rummer, Katharina Scheiter, Judith Schweppe, Anne Furstenberg, Antje ZindlerAbstract:Various studies have demonstrated an advantage of auditory over visual text Modality when learning withtexts and pictures. To explain this Modality Effect, two complementary assumptions are proposed bycognitive theories of multimedia learning: first, the visuospatial load hypothesis, which explains theModality Effect in terms of visuospatial working memory overload in the visual text condition; andsecond, the temporal contiguity assumption, according to which the Modality Effect occurs because solelyauditory texts and pictures can be attended to simultaneously. The latter explanation applies only tosimultaneous presentation, the former to both simultaneous and sequential presentation. This paperintroduces a third explanation, according to which parts of the Modality Effect are due to early, sensoryprocesses. This account predicts thatfor texts longer than one sentencethe Modality Effect withsequential presentation is restricted to the information presented most recently. Two multimedia exper-iments tested the influence of text Modality across three different conditions: simultaneous presentationof texts and pictures versus sequential presentation versus presentation of text only. Text comprehensionand picture recognition served as dependent variables. An advantage for auditory texts was restricted tothe most recent text information and occurred under all presentation conditions. With picture recognition,the Modality Effect was restricted to the simultaneous condition. These findings clearly support theidea that the Modality Effect can be attributed to early processes in perception and sensory memory ratherthan to a working memory bottleneck.Keywords: Modality Effect, multimedia learning, sensory memory, working memory, temporal contiguity
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Working Memory Interference During Processing Texts and Pictures: Implications for the Explanation of the Modality Effect
Applied Cognitive Psychology, 2010Co-Authors: Ralf Rummer, Judith Schweppe, Anne Furstenberg, Tina Seufert, Roland BrünkenAbstract:SUMMARY Auditory text presentation improves learning with pictures and texts. With sequential text–picture presentation, cognitive models of multimedia learning explain this Modality Effect in terms of greater visuo-spatial working memory load with visual as compared to auditory texts. Visual texts are assumed to demand the same working memory subsystem as pictures, while auditory texts make use of an additional cognitive resource. We provide two alternative assumptions that relate to more basic processes: First, acoustic-sensory information causes a retention advantage for auditory over visual texts which occurs no matter if a picture is presented or not. Second, eye movements during reading hamper visuo-spatial rehearsal. Two experiments applying elementary procedures provide first evidence for these assumptions. Experiment 1 demonstrates that, regarding text recall, the auditory advantage is independent of visuo-spatial working memory load. Experiment 2 reveals worse matrix recognition performance after reading text requiring eye movements than after listening or reading without eye movements. Copyright # 2008 John Wiley & Sons, Ltd.