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Modality effect - Wikipedia, the free encyclopedia
The modality effect or "Modality principle" refers to a cognitive load learning effect, by which learner performance is increased because of the use of dual modality instructional materials (Mayer, ...
en.wikipedia.org/wiki/Modality_effect |
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Multimedia learning - Wikipedia, the free encyclopedia
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning This theory encompasses several principles of learning with multimedia. When learning with multimed...
en.wikipedia.org/wiki/Multimedia_learning |
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The modality effect refers to the higher level of recall of the last few items of a list when presentation is auditory as opposed to visual. It is usually attributed to echoic memory. The effect may be sharply reduced by an ostensibly irrelevant auditory item appended to the end of the list.
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Q J Exp Psychol A. 2002; 55(2):371-89 (ISSN: 0272-4987) ... Judged on a list-wide basis, the visual advantage is of equivalent size to the auditory advantage of the classical modality effect.
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It has been shown that short-term sentence recall particularly depends on propositional and lexicosemantic information, which are assumed to be supplied independently of modality influences. We employed the intrusion paradigm of Potter and Lombardi (1990) and manipulated the availability of acoustic-sensory information.
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(Moreno & Mayer, 1999), replacing visual text with audio will decrease working memory load and improve learning (modality effect). This hypothesis was tested in two experiments in which students studied multimedia instructions on an instructional design model.
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This article reviews research on the modality effect, the educational practice of presenting to-be-learned graphical information visually, and related textual information through an auditory mode. Meta-analytic methods were applied to 43 independent effects (39 between-subjects designs, 4 within-subjects designs).
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This article has been cited by other articles: ... Traditional effects of primacy, recency, and modality (an auditory recall advantage) were obtained for both groups.
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We previously demonstrated that platelet reactivity is enhanced by a prothrombotic effect of erythrocytes in a thromboxane-independent manner. This diminishes the antithrombotic therapeutic potential of ASA.
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Age differences in distinctive processing are investigated by examining the effects of study presentation modality on false recall in younger and older adults using Deese /Roediger and McDermott paradigm, Older adults did not show the modality effect, which suggests that they have difficulty relative to younger adults...
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