What is the effect of modality?

The effect of modality is a term used in experimental psychology to explain the effect of how information is presented in memory and learning. Research conducted by SWELER et al in 1988 and Moreno and Mayer in 1999 showed that memory burden is reduced when the information is presented in a hearing way rather than a visual way. Specifically, it was found that the summary of the final items in the list was improved, when the list was spoken rather than read. The first overview of McGeocha's literature in 1942 concluded that there was no modal effect. Later studies, however, support the general view that the auditories presented materials are better induced when measuring short -term memory than visually presented materials. This applies more to the last four or five items on the middle -class list with seemingly little affected modality.

One explanation of this phenomenon is the existence of echoic memory, which is a auditory sensory register or auditory shop that after dHel or five seconds after pronounced or hearing keeps an audio input for two or five seconds. This sensory memory allows the student to remember the last few items on the list, but since the information has not been processed or studied, long -term download is often not possible. Long -term memory requires physical changes in the brain that is processed by information.

In 1969, Crowder and Morton suggested that human beings have a teingist auditory trade, a passport that stores speech sounds for up to two seconds. This information is highly available for induction and easily recirculated but poorly processed. In order to be dismissed in the passport later, the items must first be coded in the brain by methods such as repetition and rehearsal.

both SWeller et al and Moreno and Mayer claims that when multimedia instructions consist of text and image, there is a high demand on work memory because student PIt grows to integrate visual and spatial information. The working memory is another term for short -term memory. Memory load was found to be reduced when the student had to process only auditory information. According to the model memory of the Baddeley (1992), two modified slave systems are involved in the processing of information. The first is to process visual and spatial information and the second is for the processing of acoustic information. If the information is presented in both modalities at the same time, the total capacity of the working memory will increase.